Journal articles: 'Official curriculum'

1

Roanes-Lozano, Eugenio, Angélica Martínez-Zarzuelo, and María José Fernández-Díaz. "An Application of Knowledge Engineering to Mathematics Curricula Organization and Formal Verification." Mathematical Problems in Engineering 2020 (September 11, 2020): 1–12. http://dx.doi.org/10.1155/2020/3485846.

Full text

Abstract:

The authors present a theoretical proposal for the organization of mathematical contents, more precisely to curricula development formalization and formal verification, inspired by knowledge engineering techniques. The situation addressed is the following: the starting point is a mathematical “official curriculum” (or part of it), not necessarily completely detailed. In our proposal, a group of experts would have to first build a detailed formulation of this curriculum (including the “prerequisite” relation between contents), which we will denominate “preprocessed official curriculum.” We detail how any “official curriculum development” could then be rigorously formalized and formally verified in a way inspired by rule-based expert system formal verification. We have defined the following terms: “contents soundness,” “contents completeness,” “relation soundness,” “relation completeness,” and “absence of cycles.” We believe that this is a completely new formalization within mathematics teaching theory that, once computer is implemented, would be very helpful. That would be the case, for instance, in countries where government sets the “official curricula” for Primary and Secondary Education and textbook contents have to be manually checked and approved by academic authorities: evaluators would “only” have to extract the textbook contents and set the “prerequisite” relation among them and let the computer do the rest.

APA, Harvard, Vancouver, ISO, and other styles

2

Kim, Eun-Ji Amy. "Neo-colonialism in Our Schools: Representations of Indigenous Perspectives in Ontario Science Curricula." Articles / Les articles 50, no. 1 (April 12, 2016): 119–43. http://dx.doi.org/10.7202/1036109ar.

Full text

Abstract:

Motivated by the striking under-representation of Indigenous students in the field of science and technology, the Ontario Ministry of Education has attempted to integrate Aboriginal perspectives into their official curricula in hopes of making a more culturally relevant curriculum for Indigenous students. Using hermeneutic content analysis (HCA), a mixed-method framework for analyzing content, this study examined how and to what extent Aboriginal content is represented in Ontario’s official science curriculum documents. Given that very little has been published in this specific area, this research sheds light on the current state of the representation of Aboriginal cultures in contemporary Canadian science curriculum.

APA, Harvard, Vancouver, ISO, and other styles

3

Thiesen, Juarues Da Silva. "Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica." education policy analysis archives 27 (May 27, 2019): 58. http://dx.doi.org/10.14507/epaa.27.3622.

Full text

Abstract:

The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.

APA, Harvard, Vancouver, ISO, and other styles

4

Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.

Full text

Abstract:

This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.

APA, Harvard, Vancouver, ISO, and other styles

5

Arias, Luz Dary, Emma Campo, and Julieta Zuluaga G. "APROPOS OF ACCREDITATION: COURSEBOOK EVALUATION AND CULTURE IMPLEMENTATION IN FLC." Revista Folios, no. 13 (May 7, 2017): 103. http://dx.doi.org/10.17227/01234870.13folios103.111.

Full text

Abstract:

For more than four years, the Language Department of Universidad PedagogicaNacional engaged in the process of designing a new curriculum for theundergraduate language programs. In 1998, the Department finished designing thenew curriculum for those programs in order to get their official accreditation.Nowadays, after the new curriculum has been accredited, the teacher staff isworking on the design of the programs for each “espacio académico”. taking intoaccount some pedagogical, psychological, sociological and curricular referents.

APA, Harvard, Vancouver, ISO, and other styles

6

Matorevhu, Alois, and Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation." Journal of Research in Instructional 2, no. 2 (November 18, 2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.

Full text

Abstract:

The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

7

Matei, Florentina-Lavinia. "The Romanian Curriculum of Early Education and Primary Education." Journal of Education, Society & Multiculturalism 3, no. 1 (June 1, 2022): 50–60. http://dx.doi.org/10.2478/jesm-2022-0004.

Full text

Abstract:

Abstract The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and on the official curricular documents elaborated and approved by the Romanian Ministry of National Education.

APA, Harvard, Vancouver, ISO, and other styles

8

Beltramini Berto, Jane Cristina, and Jonathas de Paula Chaguri. "THE CONCEPT OF NEW LITERACY IN OFFICIAL CURRICULAR DOCUMENTS IN THE STATE OF PARANÁ, BRAZIL." Revista Tempos e Espaços em Educação 11, no. 27 (September 21, 2018): 201–16. http://dx.doi.org/10.20952/revtee.v11i27.8866.

Full text

Abstract:

This work aims to analyze the concept of new literacy in Curricular Guidelines of Portuguese Language in the State of Paraná, Brazil (Diretrizes Curriculares de Língua Portuguesa do Estado do Paraná, DCE-LP) (PARANÁ, 2008), concerning its process of elaboration after the previous curriculum documents, DCE-LP of 2006, and the Paraná Basic Curriculum of 1990, in order to verify their consonance with theories postulated by Street (1989; 2003), Soares (2000; 2004), and Tfouni (1994), by discussing implications to students’ new literacy in public schools in Paraná, Brazil. The results point to the interweaving of literacy and new literacy studies, with emphasis on the last, aiming the teaching of writing linked to social practices. However, in the current curriculum proposal prevails the ideological model of new literacy in contrast to excerpts of the autonomous model, being far from the social practice present at curriculum proposal.

APA, Harvard, Vancouver, ISO, and other styles

9

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 (July 2009): 224–49. http://dx.doi.org/10.1177/105678790901800304.

Full text

Abstract:

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 curricular perspectives, with a view to delineating the changes and continuities in the development of interdisciplinary curriculum and identifying the problems and possibilities for its implementation.

APA, Harvard, Vancouver, ISO, and other styles

10

Hasan, Said Hamid. "THE DEVELOPMENT OF HISTORICAL THINKING AND SKILLS IN THE TEACHING OF HISTORY IN THE SENIOR SECONDARY SCHOOL CURRICULUM IN INDONESIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (August 8, 2018): 1. http://dx.doi.org/10.17509/historia.v11i2.12324.

Full text

Abstract:

The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinking and skills? The questions are answered by analysing the document. Considering the characteristic of curriculum document which is an official document and all ideas are planned strictly and clearly written, the analysis uses logical analysis approach where the two research questions serve as analysis framework. The result shows that the exisiting curriculum conceived history education as a scientific discipline education. Also, the curriculum provides an ample opportunity to develop historical thinking and skills. Design used by the curriculum is concecutive design for the development of thinking and learning skills. It concluded that the concept of history education as a scientific discipline education is appropriate considering the objective of senior secondary education to prepare the students for university education. The study also suggests teachers of history to implement integrated design for the development of historical thinking and skills as an alternative to consecutive design.

APA, Harvard, Vancouver, ISO, and other styles

11

Nguyen, Anh Thi Tuyet, Christine Cunningham, and Annamaria Paolino. "An Investigation into Chinese Influence on the Current Curriculum of Bachelor of Business English Degrees at Vietnamese Universities." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1179. http://dx.doi.org/10.17507/tpls.1010.01.

Full text

Abstract:

In education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English (BBE) curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit (1918) and Tyler (1949). In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Vietnam.

APA, Harvard, Vancouver, ISO, and other styles

12

Galvão, Ana Sara, and Claudia Jotto Kawachi-Furlan. "English teacher education and early childhood education: Curricular strategies in Brazilian federal universities." Revista Horizontes de Linguistica Aplicada 20, no. 2 (November 25, 2021): AG5. http://dx.doi.org/10.26512/rhla.v20i2.38982.

Full text

Abstract:

Teaching English in Early Childhood Education is a reality in Brazil, despite its lack of requirement according to current legislations. There is a demand for professionals to teach, but English majors usually do not embrace this age group which would be the focus of Pedagogy. Therefore, a study was developed to comprehend how universities are preparing teachers for this scenario, considering there is no official requirement for curriculum organization. The aim of this paper is to reflect on teacher education and curriculum theories, focusing on how universities have changed their curriculums to deal with the “gap” found in teacher education for this context. The data collected included documents of all Federal Universities in Brazil, based on the Course Pedagogical Project (PPC) available on the website of each university. The results indicate that several Brazilian universities are developing strategies to deal with this scenario in their curriculums, using different approaches. Thus, this paper discusses the results found, specially focused on the curricular strategies adopted by some universities, and their benefits to student-teachers.

APA, Harvard, Vancouver, ISO, and other styles

13

Alimova, Kholida Zikrillaevna. "Official Quality in Dary Language." Revista Gestão Inovação e Tecnologias 11, no. 2 (June 5, 2021): 1609–19. http://dx.doi.org/10.47059/revistageintec.v11i2.1784.

Full text

Abstract:

This article is aimed at improving the content of professional development of teachers in preschool education on the basis of educational technologies, the development of professional skills of educators, and focuses on important aspects of improving the content of professional development of teachers. In addition, the curriculum for short-term courses of 36 hours is widely covered, as well as the content of the organization of the process as a model.

APA, Harvard, Vancouver, ISO, and other styles

14

Stavrou, Natassa Economidou. "The music curriculum as ‘received’ by children: Evidence from Cyprus primary schools." British Journal of Music Education 23, no. 2 (June 29, 2006): 187–204. http://dx.doi.org/10.1017/s0265051706006929.

Full text

Abstract:

This article reports on research investigating the ‘received’ music curriculum as experienced by children and how this corresponds with the expectations of the official music curriculum. The research was conducted in Cyprus and the sample consisted of 1196 children in their final year in primary school. Results verify a huge gap between curriculum theory and implementation, revealing that knowledge accumulated during the six years of primary education is far distant from the over-optimistic intentions of the official music curriculum. Additionally, music was found to be one of children's least favourite school subjects, suggesting the need for a more learner-centred and process-orientated music curriculum.

APA, Harvard, Vancouver, ISO, and other styles

15

Syeed, Esa. "Conflict between covers: Confronting official curriculum in Indian textbooks." Curriculum Inquiry 48, no. 5 (December 28, 2018): 540–59. http://dx.doi.org/10.1080/03626784.2018.1546099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Batalha, Joana, and Ana Luísa Costa. "Para um perfil do conhecimento gramatical da geração do milénio." Revista da Associação Portuguesa de Linguística, no. 7 (November 30, 2020): 37–54. http://dx.doi.org/10.26334/2183-9077/rapln7ano2020a3.

Full text

Abstract:

The academic year 2019/20 is marked by the arrival at university of students born in the new millennium. When this generation of students began to ‘learn grammar’ at school, teachers and other specialists were debating the terminology for basic and secondary education and the place of grammar in the curriculum was changing. In this article, we propose to contribute to a description of the knowledge about language to which millennials had access, more than a decade after the Terminological Dictionary (DT) became official (DGE, 2008). Assuming that there is a prescribed curriculum and a real curriculum, we start from the question what is the place of grammar in the curriculum to offer a comparative analysis of the discourse prescribed for the teaching of grammar in official curricular documents approved between 2000/01 and 2019/20. From this analysis, we present an empirical study assessing the grammatical knowledge in European Portuguese of 65 students entering higher education in 2019/20. For this study, we used a diagnostic instrument, assessing knowledge of different grammatical topics, mainly in the domains of morphology and syntax. The results obtained, which update data from previous studies on students’ difficulties in grammar learning, suggest that terminological standardization and changes in the prescribed curriculum have not solved all the problems in the teaching of grammar.

APA, Harvard, Vancouver, ISO, and other styles

17

Blyth, Alan. "Planning for a Guided Primary Social Curriculum: Early Stages, Featuring TAXIS." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 250–65. http://dx.doi.org/10.2304/csee.1996.1.3.250.

Full text

Abstract:

Social education for young children, with a moral component, can be achieved by means of a Guided Primary Social Curriculum. The earliest years give most opportunity for work of this kind, before official curricula become more prescriptive. This social curriculum involves starting from children's own experience but proceeding by means of interactive guidance. In an approach of this kind, teachers extend children's perceptions by leading them towards subjects as perspectives, through a sequence of themes of increasing complexity of understanding. An example is suggested: TAXIS. Subsequent age-groups, and implications for teachers are considered.

APA, Harvard, Vancouver, ISO, and other styles

18

Rutkiewicz, Wojciech. "Rola lekcji filozofii wobec programu nieoficjalnego w szkole." Polska Myśl Pedagogiczna 7 (November 30, 2021): 191–214. http://dx.doi.org/10.4467/24504564pmp.21.010.13940.

Full text

Abstract:

The Role of Philosophy Lessons in Context of Non-Official Curriculum in School Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.

APA, Harvard, Vancouver, ISO, and other styles

19

Hovdenak, Sylvi S., and Eline F. Wiese. "Teacher Professionalism and Curricular Change - the Tension between Governance, Control and Professionalism in School." Revista Tempos e Espaços em Educação 9, no. 18 (April 14, 2014): 23–34. http://dx.doi.org/10.20952/revtee.v9i18.4960.

Full text

Abstract:

Through looking at the process of Norwegian curricular change from the 1990’s reforms till today, we discuss how the different curricula in different ways affect the possibilities teachers have to act as professional agents in the classroom. Using Bernstein’s concept of the pedagogical discourse and how knowledge produced at the micro level, the level of pedagogical research and practice, we discuss how knowledge gets transformed and recontextualised as it becomes part of the curriculum, the ‘official field’ in Bernstein’s terms, and instead acts as mechanisms for controlling the teachers’ practices. In this paper we argue that curricular change affects the teachers’ potential for professional and autonomous action in the classroom. Furthermore, we point to the implications this has for teacher education, and the need for giving the students the competency to transcend and critically act and reflect on the implications the curricula have for their future teacher professionalism.

APA, Harvard, Vancouver, ISO, and other styles

20

Salinas, Cinthia, and Antonio J. Castro. "Disrupting the Official Curriculum: Cultural Biography and the Curriculum Decision Making of Latino Preservice Teachers." Theory & Research in Social Education 38, no. 3 (July 2010): 428–63. http://dx.doi.org/10.1080/00933104.2010.10473433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Haan, Constance K., Elisa A. Zenni, Denise T. West, and Frank J. Genuardi. "Graduate Medical Education Leadership Development Curriculum for Program Directors." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 232–35. http://dx.doi.org/10.4300/jgme-d-10-00180.1.

Full text

Abstract:

Abstract Objective Program director (PD) orientation to roles and responsibilities takes on many forms and processes. This article describes one institution's innovative arm of faculty development directed specifically toward PDs and associate PDs to provide institutional resources and information for those in graduate medical education leadership roles. Methods The designated institutional official created a separate faculty development curriculum for leadership development of PDs and associate PDs, modeled on the Association of American Medical Colleges-GRA (Group on Resident Affairs) graduate medical education leadership development course for designated institutional officials. It consists of monthly 90-minute sessions at the end of a working day, for new and experienced PDs alike, with mentoring provided by experienced PDs. We describe 2 iterations of the curriculum. To provide ongoing support a longitudinal curriculum of special topics has followed in the interval between core curriculum offerings. Results Communication between PDs across disciplines has improved. The broad, inclusive nature allowed for experienced PDs to take advantage of the learning opportunity while providing exchange and mentorship through sharing of lessons learned. The participants rated the course highly and education process and outcome measures for the programs have been positive, including increased accreditation cycle lengths. Conclusion It is important and valuable to provide PDs and associate PDs with administrative leadership development and resources, separate from general faculty development, to meet their role-specific needs for orientation and development and to better equip them to meet graduate medical education leadership challenges. This endeavor provides a foundational platform for designated institutional official and PD interactions to work on program building and improvement.

APA, Harvard, Vancouver, ISO, and other styles

22

Brown, Ryan A., and Joshua W. Brown. "What is Technology Education? A Review of the “Official Curriculum”." Clearing House: A Journal of Educational Strategies, Issues and Ideas 83, no. 2 (January 29, 2010): 49–53. http://dx.doi.org/10.1080/00098650903505449.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Davis, Jon D., Amy Roth McDuffie, Corey Drake, and Amanda L. Seiwell. "Teachers’ perceptions of the official curriculum: Problem solving and rigor." International Journal of Educational Research 93 (2019): 91–100. http://dx.doi.org/10.1016/j.ijer.2018.10.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Fauzia, Maya Rizki. "ANNOTATED TRANSLATION OF CURRICULUM TERMINOLOGY IN INDONESIAN ACADEMIC TRANSCRIPT." Journal of English for Academic and Specific Purposes (JEASP) 4, no. 2 (December 20, 2021): 228–42. http://dx.doi.org/10.18860/jeasp.v4i2.14429.

Full text

Abstract:

Transcript is an official document that comprises a student’s academic record. Besides all courses taken, grades received and cumulative GPA, it also consists of specific terms or expressions in the target language. Translating official document requires special attention since the process deals with transferring meaning and finding appropriate terms in Indonesian. This study is based on annotated translation of academic transcript from Indonesian to English. Its objectives are to identify issues the researcher encountered in the process of translating the document from the Source Language (SL) to the Target Language (TL), and provide solutions to the translation problems. The units of analysis were 11 annotations of problems which consisted of 3 words and 8 phrases related to curriculum. The result showed that translation problems occurred due to lacking understanding on meaning of curriculum-related terminology. Semantic and functional translation methods were the strategies employed to obtain a suitable equivalent for the problems. Another strategy was to consult to official documents providing more detailed information on the terminology.

APA, Harvard, Vancouver, ISO, and other styles

25

Forari, Antonia. "Making sense of music education policy." British Journal of Music Education 24, no. 2 (July 2007): 135–46. http://dx.doi.org/10.1017/s0265051707007395.

Full text

Abstract:

This article looks at the way music education policy is realised in three curriculum contexts: the formation of the official music curriculum, its implementation by music teachers and its reception by students. Working from within the field of education policy studies, I have collected data on music education in Cyprus in order to explore what music teachers and students might expect from a music curriculum and have compared this with what the official music curriculum actually prescribes. The findings constitute distinct sets of educational ideologies and indicate areas of fragmentation between the three contexts. I discuss some implications and make suggestions for conceptualising music education policy. I conclude that music education policy needs to be construed as a polydynamic process which is polyglot, polycentric and polymorphic in its nature.

APA, Harvard, Vancouver, ISO, and other styles

26

Watt, Diane Patricia. "Muslim Female Students Confront Islamophobia: Negotiating Identities In-between Family, Schooling, and the Mass Media." Journal of Family Diversity in Education 2, no. 1 (March 31, 2016): 21–36. http://dx.doi.org/10.53956/jfde.2016.78.

Full text

Abstract:

Abstract: This article researches how Muslim students in Canada negotiate identity in an extremely complex discursive terrain of the unofficial Islamophobia curriculum of family, schooling, and mass media. Critical examination of the exclusion of Muslims from school policies and the absence of Muslim experiences and perspectives in the Ontario Language Curriculum are highlighted. This article aims at developing teacher educators, in-service teachers and teacher candidates’ critical multicultural awareness of how Muslim minority students negotiate the absence of their culture in the secondary language curricula. Drawing from postcolonial feminist perspectives and curriculum theory this research was conducted with seven young Muslim women as participants. Findings indicate while absent in the official secondary language curriculum, the unofficial curriculum represents Muslim women as the cultural “other” sustained through the unofficial school curriculum and media portrayals. This study argues for a need to involve teacher educators, in-service teachers and teacher candidates in complicated conversations on cultural and linguistic differences, engagement with life-experiences of cultural minorities, development of complex pedagogies, critical media literacies and multicultural practices that are diverse and inclusive.

APA, Harvard, Vancouver, ISO, and other styles

27

Mesa Villa, Claudia Patricia, John S. Gómez-Giraldo, and Rodolfo Arango Montes. "Becoming Language Teacher-Researchers in a Research Seedbed." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 159–73. http://dx.doi.org/10.15446/profile.v22n1.78806.

Full text

Abstract:

In this paper, a teacher-educator and two students of a B.A. program in foreign language teaching (English and French) of a public university in Colombia discuss our pedagogical experiences in a research seedbed. First, we present the conceptualizations underlying our analysis: research seedbeds, undergraduate research education, and curriculum as a process. Second, we describe our contextual background. Third, we analyze our experiences using three themes: creating and recreating curriculum, negotiating the official and non-official curriculum, and taking positions as teacher-researchers. We conclude that research seedbeds can broaden the pedagogical repertoire of undergraduate research education in foreign language programs and that it becomes necessary to conduct studies in this area in Colombia.

APA, Harvard, Vancouver, ISO, and other styles

28

ŞENGÜL, Sare, Ezgi MANCOĞLU KAPLAN, Yavuz ATABAY, Nuran TUTKUN, and Birgül YILDIZ. "INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS." IEDSR Association 6, no. 16 (November 15, 2021): 113–34. http://dx.doi.org/10.46872/pj.412.

Full text

Abstract:

With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.

APA, Harvard, Vancouver, ISO, and other styles

29

Božić, Snežana. "Travelling as inspiration in literature and teaching: Methodic approach to travel-related texts by Vida Ognjenović and Isidora Sekulić at middle-school level." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 73–87. http://dx.doi.org/10.5937/zrufpl2014073b.

Full text

Abstract:

This paper is instigated by the initial theoretical interpretation of literary work by Isidora Sekulić and Vida Ognjenović and it establishes and describes their methodic interpretation within the concept of project schoolwork, thematically framed by the issues of journey, travelling and travelogue. The literary project is based on teaching the texts included in the official curriculum ("Journey to the travelogue" by V. Ognjenović, "Storms" by I. Sekulić) and expanded by introduction of literary works close in topic and genre but not included in the official curriculum ("Letters from Norway" by I. Sekulić, "Travelling is an existential problem", "Light on water" by V. Marković). The goal of the presented concept is to overcome the recorded weak spots of curricular representation of Isidora Sekulić's work and the overall genre of travelogue in middle-school grade levels through methodical intervention, as well as to motivate the students to read and understand this type of text, as part of character education that would create open mind toward the experiences of travelling and coming into contact with the other.

APA, Harvard, Vancouver, ISO, and other styles

30

Subkhan, Edi. "What is New on Curriculum Policy and How it Affects Curriculum Studies?" Indonesian Journal of Curriculum and Educational Technology Studies 8, no. 1 (April 29, 2020): 56–61. http://dx.doi.org/10.15294/ijcets.v8i1.38298.

Full text

Abstract:

In many countries the development of curriculum always in relation to the politic and the intervention of the government. Furthermore, it brings complexities in practices when the teachers try to implement the national-official curriculum in schools’ context, because there are many tensions among the interest of the government, the teachers’ ability to perceive and develop the curriculum on a contextual way, the slow and conservative bureaucracy in the district level, and the empirical social phenomenon and changes in the field. For instance in Indonesia, the rise of the national curriculum of 2013 is not academic in nature, but more political and we could see how the government takes many issues from the international trend to enrich the content of the curriculum and it implementation (see i.e. Alhamuddin, 2019; Mitra & Purnawarman, 2019; Perdana, 2013). The government role on developing the national curriculum is interesting, especially because it has a power and system to force the schooling system to accept and implement the official curriculum by enacting several policies. For me it is also interesting to questioning whether the government perceived the curriculum as a field of studies or only as a public policy? In Indonesian context this understanding is important, because could be the important cause of the stagnation of the development of Curriculum Studies in general (Subkhan, 2019). According to the this issue, the edited book by Priestly and Biesta (2013) is important, because it elucidates the recent development of curriculum policy and how it has been practiced and developed in many ways in many countries throughout the world. It is relevant to know the position and role of curriculum policy in the development of curriculum at national level and its affects to Curriculum Studies as well.

APA, Harvard, Vancouver, ISO, and other styles

31

Medgyes, Péter. "The National L2 Curriculum in Hungary." Annual Review of Applied Linguistics 13 (March 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.

Full text

Abstract:

Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.

APA, Harvard, Vancouver, ISO, and other styles

32

Ekiaka Nzai, Valentin, Patricia Gómez,, Concepción Reyna, and Kang-Fan Jen. "Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 88. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a06.

Full text

Abstract:

Culturally responsive instruction has been suggested as quality education (Edwards, 2003) for minority students in subtractive and additivebilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentric)and Ethno-centric (Euro/Western-centric) approaches were deeply embedded in most English textbooks of curriculum development.The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers’ culturallyresponsive leadership profile in order to further the discussion on not only how to promote English curriculum transformation in English assecond language (ESL) and English as foreign language (EFL) settings, but also to effectively train culturally responsive non-native Englishspeaking (NNES) English pre-service teachers. Comparative data analysis suggested that there were no causal relationship between NNESEnglish teachers’ culturally responsive leadership styles and their abilities to perform multicultural transformation of English curriculums. To behighly effective in transforming English curriculum, NNES English teachers needed to be systematically trained on how to do so. Implicationsfor NNES English pre-service teacher education are framed from the culturally responsive and anti-oppressive education approaches.

APA, Harvard, Vancouver, ISO, and other styles

33

Hermawan, Ajib. "NILAI MODERASI ISLAM DAN INTERNALISASINYA DI SEKOLAH." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 25, no. 1 (June 15, 2020): 31–43. http://dx.doi.org/10.24090/insania.v25i1.3365.

Full text

Abstract:

The growth of radical movement has been spread in education areas today, particularly in school. The growth is systematically need to be prevented. In Islamic educational context, the action that should be put is through internalization of Islamic moderation values in school. The Islamic moderation values that include tolerant, justice, balance (harmony), and equality can be fostered by education of Islamic religion (PAI) as the basic of the development. There are two important models that should be concerned with the internalization, i.e through official curriculum and hidden curriculum. Of course, the official curriculum should be the basic of the internalization, but it is not enough, it necessary to strengthen through hidden curriculum by construct the socio-cultural context that support to the transformation of Islamic moderation values in the school environment. If this process is runing well, the internalization of Islamic moderation values will reach to the optimal result and surely weaken the spread of Islamic radical movement. This article will explore and analyse the models of internalization especially on hidden curriculum in the school

APA, Harvard, Vancouver, ISO, and other styles

34

Taber, Keith S. "Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge." Foundations of Chemistry 22, no. 2 (September 26, 2019): 309–34. http://dx.doi.org/10.1007/s10698-019-09346-3.

Full text

Abstract:

Abstract This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England (an official document published by the UK government). In particular, it is suggested that some statements in the official curriculum document are problematic if we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways (i.e., proton transfer; electron transfer; electron sharing) and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention.

APA, Harvard, Vancouver, ISO, and other styles

35

Levchenko, Marina Nikolaevna, and Mariya Yur'evna Zakharova. "COVER LETTER IN CURRICULUM VITAE: EXTENSION OF OFFICIAL BUSINESS LETTER NORMS." Philological Sciences. Issues of Theory and Practice, no. 5 (May 2019): 230–35. http://dx.doi.org/10.30853/filnauki.2019.5.49.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Apple, Michael W. "The Politics of Official Knowledge: Does a National Curriculum Make Sense?" Teachers College Record: The Voice of Scholarship in Education 95, no. 2 (December 1993): 222–41. http://dx.doi.org/10.1177/016146819309500206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Apple, Michael W. "THE POLITICS OF OFFICIAL KNOWLEDGE: Does a National Curriculum Make Sense?" Discourse: Studies in the Cultural Politics of Education 14, no. 1 (October 1993): 1–16. http://dx.doi.org/10.1080/0159630930140101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Popa, Oana-Rica, and Norica-Felicia Bucur. "What do Romanian Primary School Teachers Think of the Official Curriculum?" Procedia - Social and Behavioral Sciences 180 (May 2015): 95–103. http://dx.doi.org/10.1016/j.sbspro.2015.02.091.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Qoyyimah, Uswatun, Parlo Singh, Catherine Doherty, and Beryl Exley. "Teachers’ professional judgement when recontextualising Indonesia’s official curriculum to their contexts." Pedagogy, Culture & Society 28, no. 2 (May 30, 2019): 183–203. http://dx.doi.org/10.1080/14681366.2019.1625069.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Berdayes, Vicente. "Official Statistics as Curriculum: Biopolitics and the United StatesCensus in SchoolsProgram." Review of Education, Pedagogy, and Cultural Studies 30, no. 2 (May 9, 2008): 85–114. http://dx.doi.org/10.1080/10714410801996825.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Estellés Frade, Marta. "Indicios de Estandarización Curricular: la Pedagogía del Entorno en los Currículos Oficiales de Educación Primaria de Chile y España." education policy analysis archives 21 (October 27, 2013): 82. http://dx.doi.org/10.14507/epaa.v21n82.2013.

Full text

Abstract:

This study analyzes the treatment of the socio cultural environment in the Chilean and Spanish official curricula in Social Sciences (Primary Education) in search of evidence that The New Institutionalism in Historical Sociology of Education postulated as arising from world institutionalization of education. Differences between both decrees have to do more with specific details or matters of degree than with divergences in essential aspects of the curriculum. The use of discourses and rhetoric of politically correct pedagogy that conceals the real functions of the curriculum and instrumental ideology that underlies both curricula and that leads to a large number of internal incoherencies may be observed in both of them. The presumably conscious lack of means to achieve some of the stated purposes is the most obvious example of the superficiality of these discourses which are, moreover, surprisingly similar.

APA, Harvard, Vancouver, ISO, and other styles

42

Oppong, Charles Adabo. "Content matching of the syllabus and the official history textbook of senior high schools in Ghana." Ghana Journal of Education: Issues and Practice (GJE) 4 (December 1, 2017): 89–110. http://dx.doi.org/10.47963/gje.v4i.498.

Full text

Abstract:

The senior high school History syllabus was redesigned in 2010 to reflect the 2007 education reform in Ghana while the 1993 History textbook designed after 1987 education reform continue to be used to support the implementation of the 2010 History syllabus. Reasonably, it is important to investigate the alignment between the 2010 History syllabus and the 1993 official History textbook. This paper, therefore, examines the alignment between the History syllabus and its official textbook used in senior high schools in Ghana in the post-2007 reform era. The case study approach was employed, using a combination of in-depth interviews and content analysis to elicit the needed responses. It was found that there was a disconnect between the History syllabus and the official History textbook. The study also found that the official History textbook was perceived as not containing detailed information on the selected topics in the syllabus. The implications of the findings are discussed in the main text. It is recommended that curriculum developers must ensure both harmony between the two curriculum documents and a more comprehensive coverage of the selected topics in the official History textbook.

APA, Harvard, Vancouver, ISO, and other styles

43

Kaspary, Danielly, Marilena Bittar, and Hamid Chaachoua. "La Raison d’être des Propriétés D’opération D’addition à L’école Primaire : un Sujet Curriculaire Encore Controversé ?" Jornal Internacional de Estudos em Educação Matemática 14, no. 4 (December 21, 2021): 394–403. http://dx.doi.org/10.17921/2176-5634.2021v14n4p394-403.

Full text

Abstract:

RésuméLe curriculum prescrit d’une société change dans le temps pour des raisons diverses. Dans cet article, nous proposons de centrer notre attention au changement curriculaire concernant quatre propriétés d’addition (commutativité, associativité, élément neutre et clôture) à l’école primaire au Brésil. La période que nous analysons est limitée à la période 1990 - 2020. Des documents officiels sont examinés dans le but de nous apporter un regard prescripteur sur les conditions et contraintes qui doivent, selon l’État, soutenir l’étude de ce contenu à ce niveau scolaire. Dans un deuxième moment, nous proposons également d’analyser différentes versions d’une collection de manuels qui permettent d’illustrer l’évolution curriculaire au fil du temps. Des concepts de la théorie anthropologique du didactique et les notions d’objet et d’outil sous-tendent notre analyse sur la raison d’être de ces propriétés. Mots-clés: Curriculum. Manuels. Outil/Objet. Noosphère. Champ additif. Praxéologie AbstractA society's prescribed curriculum changes over time for a variety of reasons. In this article, we propose to focus our attention on the curricular change concerning four addition properties (commutativity, associativity, neutral element and closure) in primary school in Brazil. The period we are analyzing is limited from the 1990s to the present day, 2020. Official documents are examined in order to provide us with a more general view of the conditions and constraints that, according to the state, should support the study of this content at this school level. In a second moment, we also propose to analyze different versions of a collection of textbooks that illustrate curricular evolution over time. Concepts from the anthropological theory of didactics and the notions of object and tool underpin our analysis of the rationale behind these properties. Keywords: Curriculum. Manuals. Tool/Object. Noosphere. Additive Field. Praxeology.

APA, Harvard, Vancouver, ISO, and other styles

44

Cotrado, Bethzabe, María Burgos, and Pablo Beltrán-Pellicer. "Idoneidad Didáctica de Materiales Curriculares Oficiales Peruanos de Educación Secundaria en Probabilidad." Bolema: Boletim de Educação Matemática 36, no. 73 (August 2022): 888–922. http://dx.doi.org/10.1590/1980-4415v36n73a13.

Full text

Abstract:

Resumen Los materiales curriculares constituyen un puente entre el currículo previsto y el implementado en el aula, mediando en el aprendizaje de los estudiantes. Por tanto, desde la investigación educativa se debe estudiar su grado de adecuación a los procesos de enseñanza planificados. Valorar la pertinencia de estos materiales requiere desarrollar instrumentos que guíen la reflexión en las diferentes dimensiones de los procesos de estudio de las matemáticas. Presentamos una revisión sistemática de los indicadores de idoneidad didáctica para valorar los procesos instruccionales sobre probabilidad en el marco del Enfoque Ontosemiótico, con la finalidad de elaborar una guía para evaluar materiales curriculares peruanos de Educación Secundaria (estudiantes de doce y trece años) en dicho contenido. Dicho instrumento se aplica para analizar las fichas dedicadas a probabilidad de dos cuadernos de trabajo, elaborados por la misma institución de la que emana la normativa curricular. Se sigue una metodología cualitativa, empleando la técnica de análisis de contenido apoyada en las categorías del Enfoque Ontosemiótico. El análisis de las fichas de trabajo ha permitido identificar puntos críticos que deben considerarse para optimizar su uso en el aula: desajuste de contenidos con las directrices curriculares; predominio del significado clásico frente al frecuencial; ausencia de articulación del significado clásico con otros significados como el intuitivo o subjetivo; falta de situaciones que impliquen experimentación y simulación con manipulativos o software ; escasez de contextos para desarrollar la alfabetización probabilística más allá de los juegos de azar y ausencia de tareas grupales que favorezcan la interacción entre estudiantes.

APA, Harvard, Vancouver, ISO, and other styles

45

Shkedi, Asher, and Mordecai Nisan. "Teachers’ Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts." Teachers College Record: The Voice of Scholarship in Education 108, no. 4 (April 2006): 687–725. http://dx.doi.org/10.1177/016146810610800408.

Full text

Abstract:

This study sought to reveal teachers’ personal cultural ideologies as reflected in their conceptions of the curriculum for, and in their actual teaching of, culturally valued texts. The concept “teachers’ personal cultural ideologies” refers to their value orientation toward the curricular and teaching contents relating to, in this particular case, teaching texts associated with their national group identity. The study is based on an investigation of 50 Israeli teachers of the Hebrew Bible working in ordinary public schools. It revealed six different patterns of teachers’ conceptions of the curriculum and teaching for this culturally valued text. Teachers displayed conflicting attitudes toward the expression of personal cultural ideology during the teaching process. Nonetheless, when describing what actually happened in their classrooms, they expressed teaching conceptions that were mostly congruent with their personal cultural ideologies. Although that these teachers taught the same obligatory national curriculum, with its defined cultural-ideological slant, their personal cultural ideologies did not necessarily mesh with the official ideological directions of the written curriculum. This study revealed that during the actual process of teaching, the teacher's personal cultural ideology became dominant, outweighing other types of teaching and curriculum ideology.

APA, Harvard, Vancouver, ISO, and other styles

46

Deslandes-Martineau, Marion, Patrick Charland, Hugo G. Lapierre, Olivier Arvisais, Chirine Chamsine, Vivek Venkatesh, and Mathieu Guidère. "The programming curriculum within ISIS." PLOS ONE 17, no. 4 (April 15, 2022): e0265721. http://dx.doi.org/10.1371/journal.pone.0265721.

Full text

Abstract:

From 2014 to 2017, the Islamic State in Irak and Syria (ISIS), a terrorist political organization of Salafist jihadist ideology, had put in place an operational and relatively stable educational system. Among its Complementary Programs, ISIS included a curriculum for programming using the Scratch software. In this article, we discuss this curriculum by analyzing the content of the official ISIS programming textbook, with the objectives of characterizing: 1) the curriculum’s pedagogical intentions and definition of programming; 2) the programming curriculum; and 3) the religious and military indoctrination value. We found that, first, ISIS’s programming curriculum intentions are more about religious and military injunctions to build the caliphate than they are about developing 21st-century skills such as computational thinking. Second, although the progression of learning in the sequence of activities designed by ISIS seems logical and, overall, well-ordered, the ISIS programming curriculum does not encourage the development of 21st-century skills such as problem solving, discovery learning, or creativity—nor for that matter, the transfer of programming knowledge to different contexts. Finally, the textbook is particularly rich in elements of military and religious indoctrination and effectively participates in the indoctrination of students by helping to inculcate values consistent with ISIS’s jihadist ideology. This contribution seeks to better understand ISIS’s approach to education, which could provide support for initiatives aimed at rebuilding impacted education systems and groups.

APA, Harvard, Vancouver, ISO, and other styles

47

Buluma, Alfred, Charles Kyasanku, John Kalule, Julius Shopi Mbulankende, Dorothy Kyagaba Sebbowa, and Muhammad Musoke Kiggundu. "Building Bridges into the Future: An Evaluation of Stakeholders’ Perceptions on the Actualisation of the Curriculum in Uganda’s Seed Secondary Schools." East African Journal of Education Studies 5, no. 4 (December 9, 2022): 127–40. http://dx.doi.org/10.37284/eajes.5.4.1001.

Full text

Abstract:

This study evaluates stakeholders’ perceptions of the actualisation of the formal, non-formal, as well as guidance and counselling curriculum in Uganda’s Seed secondary schools. Using a stratified four-stage cluster design, twelve Seed secondary schools, 630 students from senior three and four, and 93 teachers were randomly selected. Using purposive sampling, eight school administrators, four officials from the Directorate of Education Standards (DES), and 48 parents, were selected. Data collection was through administering interviews with school administrators and DES officials, conducting focus group discussions with teachers and parents, and self-administered questionnaires to students. A document review of institutional files and documents was done. Qualitative data was analysed using thematic coding and major themes emerged from the analysis; quantitative data was analysed using SPSS software. Findings on the actualisation of the formal curriculum show low levels of lesson preparations, teacher punctuality, parents’ monitoring of students learning, formative assessments, full-time teaching, equipped science laboratories, and the presence of computer laboratories, digital resources, and ICT teachers. Concerning the implementation of the non-formal curriculum, findings reveal inadequate time, facilities and equipment for co-curricular activities, several stakeholders managing discipline among students including prefects, disciplinary committees, parents, and the disciplinary committee of the board of governors, and poor medical care for students since the posted nurses abscond from duty. Lastly, concerning the implementation of guidance and counselling curriculum, findings indicate that several mechanisms like guidance and counselling programs, the existence of a career’s master/mistress, class visiting days are missing in most of the schools, and the psychosocial needs of students were not met. It is concluded that, to a large extent, a significant gap exists in the implementation of the official curriculum in seed secondary schools of Uganda. The study recommends the recruitment of more teachers on the government payroll in all seed secondary schools in the country. This will make teachers available at the school for consultation with students at all times. Construction and equipping of both science laboratories and computer laboratories in all seed secondary schools. Regular monitoring and close supervision of seed secondary schools by the relevant organs of the Ministry of Education and Sports should be effectively carried out. There is a need for the construction of staff houses at seed schools to maintain teacher presence for the effective implementation of non-formal curricular activities.

APA, Harvard, Vancouver, ISO, and other styles

48

Adamson, Bob, and Ora Kwo. "Constructing an official English for China, 1949–2000." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 159–83. http://dx.doi.org/10.1075/japc.12.1.10ada.

Full text

Abstract:

This paper focuses on the construction of the linguistic contents of the current junior secondary school syllabus and national textbooks in the People’s Republic of China, from which the official English promoted by the state can be identified. Using quantitative and qualitative data, the paper analyses the nature of this official English in five distinct historical phases. It finds that the English curriculum in the different phases was linked to shifting national economic and political priorities, as evidenced by the attention to structured pedagogical approaches that focus on communication during times of economic modernisation and openness to the outside world, and by the stress on political and moral messages during times of hyper-politicisation and relative international isolation. English is constructed for its economic and political utility, based on an exogenous model, British English. It is not officially constructed to reflect an endogenous variety of Chinese English.

APA, Harvard, Vancouver, ISO, and other styles

49

Moraga, Maribel González, and Karina Muñoz Vilugrón. "SIGN LANGUAGE TEACHING EXPERIENCES IN CHILEAN DEAF EDUCATION." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 374–93. http://dx.doi.org/10.14295/momento.v31i02.14501.

Full text

Abstract:

In Chile, there is not yet an official Chilean Sign Language (LSCh) curriculum. LSCh was considered just as a means of communication for many years (Law 20.422, 2010). Recently, thanks to the modification of the law, LSCh is now recognized as a natural, native language and intangible heritage of Chilean deaf people (Law 21.303, 2021). The law also states that deaf children's right to be educated and get access to the national curriculum in ChSL as their first language must be respected. Despite the absence of an official LSCh curriculum, educational experiences do exist in both special and mainstream schools with deaf students, in which LSCh has been incorporated as a means of teaching the national curriculum. This article presents an analysis of the current implementation of educational plans and programs for deaf students in which LSCh has been integrated. With this aim in mind, experiences and opinions of members from different educational contexts and communities were collected, and representatives of organizations that elaborate educational policies were consulted.

APA, Harvard, Vancouver, ISO, and other styles

50

Patston, Timothy J., James C. Kaufman, Arthur J. Cropley, and Rebecca Marrone. "What Is Creativity in Education? A Qualitative Study of International Curricula." Journal of Advanced Academics 32, no. 2 (January 12, 2021): 207–30. http://dx.doi.org/10.1177/1932202x20978356.

Full text

Abstract:

The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity to systematically and purposefully supporting its promotion in the classroom is a long one. The research reported in this article focuses on what might be regarded as the first step in this journey: school curriculum. This article analyzes curricula in 12 countries and asks three key questions: if and how creativity is defined, where is it placed in the curriculum, and what concrete advice is provided for teachers? Despite widespread interest and a productive field of research in creativity, our examination reveals little support for teachers to turn policy into practice.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Official curriculum'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles