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Thematische Bibliographien / Curriculum Studies / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Curriculum Studies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Noel, Gough. "Transnational Curriculum Studies: A Postcolonialist Perspective." Asian Qualitative Inquiry Association 2, no. 1 (2023): 1–11. http://dx.doi.org/10.56428/aqij.2023.2.1.1.

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This essay offers a postcolonialist standpoint on transnational and international curriculum studies, addressing such concepts as “Asia as method”, the politics of “helping”, the “post-reconceptualisation” of curriculum studies, decolonising curriculum, and the contemporary relevance of love and care in framing curriculum problems and issues.

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2

Watson-Canning, Andrea. "Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction." Journal of Curriculum Studies Research 2, no. 1 (2020): 55–75. http://dx.doi.org/10.46303/jcsr.02.01.4.

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Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms,

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3

Sykes, Heather. "Queering Curriculum Studies." Journal of Curriculum and Pedagogy 8, no. 1 (2011): 29–31. http://dx.doi.org/10.1080/15505170.2011.572517.

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4

Tuck, Eve. "Rematriating Curriculum Studies." Journal of Curriculum and Pedagogy 8, no. 1 (2011): 34–37. http://dx.doi.org/10.1080/15505170.2011.572521.

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5

Au, Wayne. "The Long March toward Revitalization: Developing Standpoint in Curriculum Studies." Teachers College Record: The Voice of Scholarship in Education 114, no. 5 (2012): 1–30. http://dx.doi.org/10.1177/016146811211400508.

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Background/Context There historically exists significant epistemological and political tension within the field of curriculum studies. Further, although there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is undertheorized at best and, in many cases, misapplied or misunderstood. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to offer a potential resolution to the epistemological and political tension within the field of curriculum studies through the development o

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Michael Connelly, F. "Joseph Schwab, curriculum, curriculum studies and educational reform." Journal of Curriculum Studies 45, no. 5 (2013): 622–39. http://dx.doi.org/10.1080/00220272.2013.798838.

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7

Leung, Wai Lun Anthony. "Curriculum Integration in Liberal Studies: Curriculum Leaders’ Insights." International Journal of Learning: Annual Review 17, no. 6 (2010): 11–32. http://dx.doi.org/10.18848/1447-9494/cgp/v17i06/47108.

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8

Deng, Zongyi. "Bringing Curriculum Studies andPadägogikTogether." Chinese Education & Society 44, no. 4 (2011): 9–24. http://dx.doi.org/10.2753/ced1061-1932440401.

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9

Cornbleth, Catherine. "Reconsidering Social Studies Curriculum." Theory & Research in Social Education 13, no. 2 (1985): 31–45. http://dx.doi.org/10.1080/00933104.1985.10505498.

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10

Pinar, William F. "Internationalism in Curriculum Studies." Pedagogies: An International Journal 1, no. 1 (2006): 35–42. http://dx.doi.org/10.1207/s15544818ped0101_6.

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11

White, Ronald V. "Curriculum studies and ELT." System 17, no. 1 (1989): 83–93. http://dx.doi.org/10.1016/0346-251x(89)90063-8.

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12

Tillman, Linda C. "What is Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (2008): 23–26. http://dx.doi.org/10.1080/15505170.2008.10411697.

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13

Tyson, Cynthia A. "What is Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (2008): 39–42. http://dx.doi.org/10.1080/15505170.2008.10411702.

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14

Schwartz, Robert A. "What is Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (2008): 57–59. http://dx.doi.org/10.1080/15505170.2008.10411708.

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15

Stokes, Evelyn. "HOLT SOCIAL STUDIES CURRICULUM." New Zealand Journal of Geography 52, no. 1 (2008): 29. http://dx.doi.org/10.1111/j.0028-8292.1972.tb00549.x.

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16

Stokes, Evelyn. "HOLT SOCIAL STUDIES CURRICULUM." New Zealand Journal of Geography 52, no. 1 (2008): 29–30. http://dx.doi.org/10.1111/j.0028-8292.1972.tb00550.x.

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17

Hsu, Sophia. "Whiteness, Curriculum, and the Infrastructures of Victorian Studies." Victorian Literature and Culture 52, no. 2 (2024): 405–11. http://dx.doi.org/10.1017/s1060150323000918.

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This essay makes a case for viewing curriculum and the historical assemblages of slavery, racialization, and migration as infrastructures of Victorian literary studies. It does so by taking the recent curricular revision that the English department at Lehman College, a public, Hispanic-Serving Institution in the Bronx, New York, underwent as its starting point. I reflect on how this curricular overhaul, which was catalyzed by student activism, helped me see not only how curriculum has operated as an infrastructure of whiteness in my department and English studies at large but also how disentan

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18

Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatom

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19

Lo, Joe Tin-Yau, and Sum-Cho Po. "The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems." International Journal of Educational Reform 18, no. 3 (2009): 224–49. http://dx.doi.org/10.1177/105678790901800304.

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The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curr

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20

Ro, Jin-a. "Teacher and Curriculum: Expanding the Realm of Curriculum Studies." Journal of Curriculum Studies 38, no. 4 (2020): 157–79. http://dx.doi.org/10.15708/kscs.38.4.7.

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21

Carson, Terrance R. "Internationalizing Curriculum: Globalization and the Worldliness of Curriculum Studies." Curriculum Inquiry 39, no. 1 (2009): 145–58. http://dx.doi.org/10.1111/j.1467-873x.2008.01442.x.

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22

AZZOPARDI, ANTHONY E. "Curriculum Power: Developing a Youth Studies Curriculum in Malta." Journal of Youth Studies 1, no. 3 (1998): 333–46. http://dx.doi.org/10.1080/13676261.1998.10593017.

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23

Fauzi, Anis, and Hasbullah Hasbullah. "Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia." International Education Studies 9, no. 4 (2016): 124. http://dx.doi.org/10.5539/ies.v9n4p124.

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<p class="apa">Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows

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24

Keynes, Mati, Beth Marsden, and Archie Thomas. "Does Curriculum Fail Indigenous Political Aspirations? Sovereignty and Australian History and Social Studies Curriculum." Nordic Journal of Educational History 10, no. 2 (2023): 59–84. http://dx.doi.org/10.36368/njedh.v10i2.481.

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Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this

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25

Gamburd, Michele Ruth. "Violence Studies: An Introductory Curriculum." PoLAR: Political html_ent glyph="@amp;" ascii=""/ Legal Anthropology Review 22, no. 1 (1999): 128–41. http://dx.doi.org/10.1525/pol.1999.22.1.128.

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26

Lawton, Denis, and Philip H. Taylor. "Recent Developments in Curriculum Studies." British Journal of Educational Studies 36, no. 2 (1988): 182. http://dx.doi.org/10.2307/3121536.

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27

Cargill, Kima. "Food Studies in the Curriculum." Food, Culture & Society 8, no. 1 (2005): 115–23. http://dx.doi.org/10.2752/155280105778055371.

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28

Adhikary, Rebeca, Salini Bhattacharyya, and Sneha Saha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 2 (2021): 2062–70. http://dx.doi.org/10.15864/ijelts.3210.

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In this survey paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language program planning and evaluation and different needs analysis procedures are examined. Different approaches to the planning of program objectives in language teaching are illustrated and a distinction between behavioral, process, content and proficiency-based obje

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29

Rakshit, Sneha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 4 (2021): 2474–79. http://dx.doi.org/10.15864/ijelts.3404.

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In this paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Then the different factors affecting modern curriculum in today’s world is discussed in detail. Needs analysis is discussed in relation to an important facet for language program planning. Different approaches to the planning of program objectives in language teaching are also talked about. Some ideas to fit in modern language curriculum are also discussed.

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30

Carter, Nancy F. "Sources: Encyclopedia of Curriculum Studies." Reference & User Services Quarterly 51, no. 1 (2011): 75. http://dx.doi.org/10.5860/rusq.51n1.75.2.

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31

Tamura, Eileen H., Kent Freeland, and Jack Zevin. "Managing the Social Studies Curriculum." History Teacher 27, no. 1 (1993): 86. http://dx.doi.org/10.2307/494337.

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32

Keller, Clair W., and P. Bruce Uhrmacher. "Social Studies Curriculum Resource Handbook." History Teacher 28, no. 4 (1995): 592. http://dx.doi.org/10.2307/494659.

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33

Thiessen, Dennis. "At the Curriculum Studies Table." Curriculum Inquiry 40, no. 4 (2010): 495–502. http://dx.doi.org/10.1111/j.1467-873x.2010.00496.x.

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34

Hlebowitsh, Peter. "Centripetal Thinking in Curriculum Studies." Curriculum Inquiry 40, no. 4 (2010): 503–13. http://dx.doi.org/10.1111/j.1467-873x.2010.00497.x.

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35

Bell, Jim, Stephen Brown, and Patrick Butler. "Internationalizing the Business Studies Curriculum." Journal of Teaching in International Business 2, no. 3-4 (1991): 1–13. http://dx.doi.org/10.1300/j066v02n03_01.

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36

Oberg, Anoinette A. "Studies in Curriculum Decision Making." Journal of Educational Thought / Revue de la Pensée Educative 17, no. 3 (2018): 267–68. http://dx.doi.org/10.55016/ojs/jet.v17i3.44121.

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37

Harris, Phil. "Curriculum development in legal studies*." Law Teacher 20, no. 2 (1986): 110–23. http://dx.doi.org/10.1080/03069400.1986.9992664.

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38

Hegarty, J. A. "Curriculum development in hospitality studies." International Journal of Hospitality Management 4, no. 3 (1985): 127–28. http://dx.doi.org/10.1016/0278-4319(85)90007-6.

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39

Barcan, Alan. "The Curriculum as Social Studies." Australian Quarterly 60, no. 4 (1988): 448. http://dx.doi.org/10.2307/20635505.

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40

Sandlin, Jennifer A. "What Is(n't) Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (2008): 65–68. http://dx.doi.org/10.1080/15505170.2008.10411711.

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41

Bloomfield, E. R., and B. C. Beetham. "A New Social Studies Curriculum." New Zealand Journal of Geography 47, no. 1 (2008): 23–24. http://dx.doi.org/10.1111/j.0028-8292.1969.tb00044.x.

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42

Marker, Perry M. "Vietnam's Emerging Social Studies Curriculum." Social Studies 86, no. 1 (1995): 21–24. http://dx.doi.org/10.1080/00377996.1995.9956325.

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43

Faruk Sonmez, Omer. "Allocation of space for “scientificity” value in social studies curriculum." International Journal of Academic Research 5 (October 15, 2013): 278–84. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.43.

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44

Tallone, Alicia. "Dilemas del curriculum y la pedagogía. Analizando la reforma curricular desde una perspectiva crítica [Dilemmas of the curriculum and teaching. Critical analysis of curriculum reform]." Journal of Moral Education 38, no. 4 (2009): 564–67. http://dx.doi.org/10.1080/03057240903322095.

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45

진영석. "An alternative view in curriculum studies : Neo-Confucianist curriculum theory." Journal of Curriculum Studies 30, no. 3 (2012): 1–20. http://dx.doi.org/10.15708/kscs.30.3.201209.001.

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46

Erevelles, Nirmala. "Understanding curriculum as normalizing text: disability studies meet curriculum theory." Journal of Curriculum Studies 37, no. 4 (2005): 421–39. http://dx.doi.org/10.1080/0022027032000276970.

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47

Walker, Rob, and Dahle Suggett. "Curriculum ‘85. The Conference of the Australian Curriculum Studies Association∗." Journal of Curriculum Studies 18, no. 2 (1986): 219–20. http://dx.doi.org/10.1080/0022027860180212.

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48

Kilbane, Jim. "When are We Going to Study Curriculum in Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (2008): 59–62. http://dx.doi.org/10.1080/15505170.2008.10411709.

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49

Hull, John E. "Education for Discipleship: A Curriculum Orientation for Christian Educators." Journal of Education and Christian Belief 13, no. 2 (2009): 155–68. http://dx.doi.org/10.1177/205699710901300207.

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THIS ARTICLE INVESTIGATES the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum theorists and classroom teachers are generally confused about the true nature of curriculum orientations and about the way curriculum reform takes place. Jackson's own understanding of curriculum orientations raises the bar of curriculum reform from the

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50

Nielsen, Joyce McCarl, Johnnella E. Butler, and John C. Walter. "Transforming the Curriculum: Ethnic Studies and Women's Studies." Contemporary Sociology 22, no. 4 (1993): 523. http://dx.doi.org/10.2307/2074390.

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