Relevant bibliographies by topics / Curriculum Studies: English Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum Studies: English Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Curriculum Studies: English Education"

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Belas, Oliver. "Knowledge, the curriculum, and democratic education: The curious case of school English." Research in Education 103, no. 1 (May 2019): 49–67. http://dx.doi.org/10.1177/0034523719839095.

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Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government’s programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue
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du Preez, Petro, and Shan Simmonds. "Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field." South African Journal of Education 34, no. 2 (May 26, 2014): 1–14. http://dx.doi.org/10.15700/201412071140.

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Green *, Bill. "Curriculum, ‘English’ and Cultural Studies; or, changing the scene of English teaching?" Changing English 11, no. 2 (September 2004): 291–305. http://dx.doi.org/10.1080/09540250042000252730.

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Clark, Urszula. "What is English for? Language Structure and the Curriculum for English." Changing English 18, no. 3 (September 2011): 287–96. http://dx.doi.org/10.1080/1358684x.2011.602836.

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He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.

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Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and
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Clark, Urszula. "Grammar in the Curriculum for English: What Next?" Changing English 17, no. 2 (June 2010): 189–200. http://dx.doi.org/10.1080/13586841003787332.

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Ma'mur, Ilzamudin. "ENGLISH FOR ISLAMIC STUDIES (EIS)." ALQALAM 22, no. 2 (August 31, 2005): 320. http://dx.doi.org/10.32678/alqalam.v22i2.1382.

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English jor Islamic Studies (from now on, EIS) is a kind of English for Academic Purposes that should be taken by all the students, mostly with multilingual backgrounds, at the Islamic higher educational institutions either run by the government or by private education faundations in Indonesia. One of the main of objective of EIS is to help the students improve their reading skill so as to be able to handle a variety of English written texts on "Islamic related studies. To enable both lecturers and students to achieve this objective, therefore, an appropriate syllabus and material development
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Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (August 2, 2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.

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Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary
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Green, Bill. "Curriculum, literacy and the state: re ‘right’-ing english?" Pedagogy, Culture & Society 7, no. 3 (October 1999): 385–407. http://dx.doi.org/10.1080/14681369900200067.

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Wishkoski, Rachel, Katie Strand, Alex Sundt, Deanna Allred, and Diana J. Meter. "Case studies in the classroom: assessing a pilot information literacy curriculum for English composition." Reference Services Review 49, no. 2 (May 24, 2021): 176–93. http://dx.doi.org/10.1108/rsr-01-2021-0004.

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PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys inc
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Dissertations / Theses on the topic "Curriculum Studies: English Education"

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Kobo, Mamorapeli Justinah. "Communicative language teaching : a comparison of the Lesotho form E (English) and South African grade 12 FAL (English) curricula." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80370.

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Thesis (MEd)--Stellenbosch University, 2013.<br>Includes glossary of terms<br>ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The
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Tom-Lawyer, Oris Oritsebemigho. "An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.

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This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and p
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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educat
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Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies." NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.

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<p>The purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of
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Wang, Wenfeng. "Teachers' beliefs and practices in the implementation of a new English curriculum in China case studies of four secondary school teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508609.

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Du, Plessis Joleen. "Guidelines for the development of an English learning programme for tourism workers in Taiwan." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4081.

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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.

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Thesis (PhD)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new cu
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White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.

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Sowers, Sarah Jane. "A theoretically-based curriculum incorporating reading to learn and writing to learn in sixth-grade social studies." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49900.

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The purpose of this study was to develop a theoretically-based social studies curriculum that incorporated research related to schema theory, reading to learn theory, and writing to learn theory. Learning principles and instructional principles were derived from each theory to serve as guidelines for selecting instructional strategies from the research to be included in the curriculum. The content of the Heath Social Studies text (1985) and the instructional strategies together constitute the curriculum for this study. A preparation phase, a guidance phase, and an independence phase was deve
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Books on the topic "Curriculum Studies: English Education"

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Branch, Alberta Curriculum. English 36: Program of studies/curriculum guide. Edmonton: Alberta Education, Curriculum Branch, 1992.

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Program, Integrated Occupational. English 16: Program of studies/curriculum guide, grade 10. [Edmonton, Alta.]: Alberta Education, 1990.

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Program, Integrated Occupational. English 26: Program of studies/curriculum guide, grade 11. [Edmonton, Alta.]: Alberta Education, 1991.

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Education, Ontario Ministry of. Curriculum expectations, grade 1, for English language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.

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Education, Ontario Ministry of. Curriculum expectations, grade 2, for English language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.

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Education, Ontario Ministry of. Curriculum expectations, grade 3, for English language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.

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Tabor, Daniel C. Curriculum continuity in English and the national curriculum: Working together at transition. London: Falmer Press, 1991.

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Sensenbaugh, Roger. Writing across the social studies curriculum. Bloomington, Ind: ERIC Clearinghouse on Reading and Communication Skills, 1989.

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Education, Ontario Ministry of. Curriculum expectations, grade 5, for English language, French as a second language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.

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Education, Ontario Ministry of. Curriculum expectations, grade 6, for English language, French as a second language, mathematics, science and technology, social studies, health & physical education, the arts. [Toronto, Ont.]: The Ministry, 1998.

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Book chapters on the topic "Curriculum Studies: English Education"

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Autio, Tero. "Education as Liberating Experience." In Complexifying Curriculum Studies, 38–47. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-5.

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Meyer, Karen, Cynthia Nicol, Siyad Maalim, Mohamud Olow, Abdikhafar Ali, Samson Nashon, Mohamed Bulle, Ahmed Hussein, Ali Hussein, and Muhammad Hassan Said. "Crossing Borders: A Story of Refugee Education." In Internationalizing Curriculum Studies, 107–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_7.

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Kelly, Dorothy, and Anne Martin. "Training and education, curriculum." In Routledge Encyclopedia of Translation Studies, 591–96. 3rd ed. Third edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315678627-126.

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Fleming, Douglas. "Talking Back to Second Language Education Curriculum Control." In Internationalizing Curriculum Studies, 69–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_5.

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Nguyen, Minh Hue. "Curriculum Design and Partnerships in Professional Experience." In English Language Teacher Education, 67–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_4.

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Wang, Hongyu. "Nonviolence as a Daily Practice in Education: A Curriculum Vision." In Internationalizing Curriculum Studies, 193–206. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_12.

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Ropo, Eero. "Curriculum for Identity: Narrative Negotiations in Autobiography, Learning and Education." In Internationalizing Curriculum Studies, 139–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01352-3_9.

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Msibi, Thabo. "Queering Curriculum Studies in South Africa." In Disrupting Higher Education Curriculum, 213–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-896-9_13.

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Adamson, Bob. "Chapter 3. Depoliticisation in the English Curriculum." In Bilingual Education in China, edited by Anwei Feng, 34–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599934-006.

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Pinar, William F. "Subjective Reconstruction through Aesthetic Education." In The Character of Curriculum Studies, 95–103. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015839_7.

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Conference papers on the topic "Curriculum Studies: English Education"

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Bandu, Darwis Jauhari, Ishak Abdulhak, Dinn Wahyudin, and Rusman. "Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009302600050010.

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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.

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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood &amp; Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a sp
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Hu, Po, Tingting He, and Hai Wang. "Research on Curriculum Design of Computer English." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.218.

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Kemp, Peter E. J., Miles G. Berry, and Billy Wong. "The New Computing Curriculum in English Schools." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162257.

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Qiao, Lige. "Approaches of Current College English Curriculum Reform." In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.80.

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Hu, Sisi. "A Study on Learners' Needs Analysis in Curriculum Setting Based on College English Curriculum of Non-English Major Students." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.144.

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Liu, Jingyu. "Research on College English Curriculum Based on General Education." In 2020 International Conference on Social Science, Economics and Education Research (SSEER 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200801.007.

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Li, Hongmei. "Design and Implementation of College Oral English Curriculum." In 2016 2nd International Conference on Education Technology, Management and Humanities Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/etmhs-16.2016.143.

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Dinata, Annisa, and Hermawati Syarif. "English Teachers’ Competences in Implementing the 2013 Curriculum." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.153.

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Febriana, Beta, and Widinda Arlianty. "THE APPLICATION OF AUTHENTIC ASSESSMENT IN CHEMISTRY CURRICULUM STUDIES." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3111.

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Reports on the topic "Curriculum Studies: English Education"

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional developm
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uga
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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