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Journal articles on the topic 'Pedagogy curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Defeng, Li. "Translation curriculum and pedagogy." Target. International Journal of Translation Studies 19, no. 1 (2007): 105–33. http://dx.doi.org/10.1075/target.19.1.07li.

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Following an earlier study on professional translators which appears in Target 2000, and another on translation students in Meta 2002, this article reports on an empirical study, based on both quantitative and qualitative data, on how administrators of translation/language services perceive translation training in Hong Kong. It will seek to answer questions such as the usual practice of and major considerations in recruitment of new translators; the major challenges the newly recruited face and methods and strategies they use to cope with them; the difficulties translators have in general as seen through the eyes of administrators, and the methods and strategies they use to cope with them; assistance translation agencies usually provide to help them deal with the challenges and difficulties; changes that need to be made to improve translator training. A comparison is made with my earlier projects on professional translators and translation students and pedagogical implications are also drawn in relation to some of the focal issues in translator training.

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Mulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.

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Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.Kata kunci: antisipasi didaktik-pedagogik, desain didaktis, hubungan didaktik, hubungan pedagogik, subject specific pedagogy

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Vieira, Estefani Cruz, and Evaldo Ribeiro Oliveira. "Diversidade étnico-racial: uma experiência pedagógica em espaço não escolar." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 2 (2019): 79. http://dx.doi.org/10.29181/2594-6463.2019.v3.n2.p3-10.

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ResumoO presente artigo tem como objetivo apresentar uma experiência pedagógica desenvolvida a partir de uma atividade intitulada “Ser pedagoga (o) em espaços não escolares: vivências pedagógicas em espaços não escolares”, da componente curricular “Pesquisa e Prática da Atuação do Pedagogo em Ambientes Não Escolares nos Países da Integração”, do curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Trata-se de uma oficina de contação de história, onde se buscou, por meio da história “Que Rei Sou Eu?”, discutir sobre a diversidade étnico-racial que é composta nossa sociedade, refletir sobre a história dos povos africanos e sobre a temática afro-brasileira.Palavras-chave: Prática Pedagógica. Espaço Não Escolar. Diversidade Étnico-Racial. Contação de História.Ethnic-racial diversity: a pedagogical experience in non-school spaceAbstractThis article aims to present a pedagogical experience developed in the activity entitled “Being a pedagogue in non-school spaces: pedagogical experiences in non-school spaces”, from the curriculum component “Research and Practice of Pedagogic Practice in Non-School Environments in the Integration Countries”, from the Pedagogy course at the University of International Integration of Afro-Brazilian Lusophony (UNILAB). It is a storytelling workshop, in which we sought through the story “What King Am I?”, to discuss the ethnic-racial diversity that form our society, to reflect on the History of African peoples and about the Afro-Brazilian theme.Keywords: Pedagogical Practice. Non-School Space. Ethnic-Racial Diversity. Storytelling.Diversidad étnico-racial: una experiencia pedagógica en el espacio no escolarResumenEste artículo tiene como objetivo presentar una experiencia pedagógica desarrollada a partir de una actividad titulada “Ser un pedagogo en espacios no escolares: experiencias pedagógicas en espacios no escolares”, del componente curricular “Investigación y práctica de la práctica pedagógica en entornos no escolares en los países de la integración”, del curso de Pedagogía de la Universidad de Integración Internacional de la Lusofonía Afrobrasileña (UNILAB). Es un taller de narración de historias, donde, a través de la historia “¿Qué rey soy yo?”, tratamos de discutir la diversidad étnico-racial que se compone nuestra sociedad, para reflexionar sobre la historia de los pueblos africanos y sobre el tema afrobrasileño.Palabras clave: Práctica pedagógica. Espacio no Escolar. Diversidad Étnico-Racial. Derechos humanos.

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Naeini, Arash V., and Nima Shakouri. "Preparing for a Postmethod Pedagogy: A Transformative Approach to Curriculum Development." Theory and Practice in Language Studies 6, no. 3 (2016): 586. http://dx.doi.org/10.17507/tpls.0603.18.

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The three parameters of postmethod pedagogy proposed by Kumaravadivelu (2001), particularly a pedagogy of possibility, are in line with and drew on the works of such critical pedagogists as Giroux (1988) whose idea of transformative intellectuals viewed it rightful for every individual teacher and learner to actively participate in the process of learning with their entire social, economic and political experiences; and even make reformations to the direction of pedagogy based on their understanding. However, curriculum development, as an integral part of pedagogy, may inhibit this transformative and dynamic learning by restricting teachers to set and prefabricated materials and guidelines. Nonetheless, teachers play a pivotal role in the realization of this transformative process since they are the executive recipients of curricula. This paper is an attempt to shed light on a transformative approach to curriculum development and holds, a transformative approach to curriculum development requires teachers to have a hand in curriculum development when they are invited by the curriculum to act so; and adapt or transform the curriculum when they are constrained by it.

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Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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Aoki, Ted. "Interview: Rethinking Curriculum and Pedagogy." Kappa Delta Pi Record 35, no. 4 (1999): 180–81. http://dx.doi.org/10.1080/00228958.1999.10518454.

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Eisner, Elliot. "Artistry and Pedagogy in Curriculum." Journal of Curriculum and Pedagogy 1, no. 2 (2004): 15–16. http://dx.doi.org/10.1080/15505170.2004.10411491.

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Gregory, Marshall. "Curriculum, Pedagogy, and Teacherly Ethos." Pedagogy 1, no. 1 (2001): 69–90. http://dx.doi.org/10.1215/15314200-1-1-69.

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Hartley, Roger. "ICT, Pedagogy and the Curriculum." Journal of Computer Assisted Learning 19, no. 1 (2003): 141–42. http://dx.doi.org/10.1046/j.1365-2729.2003.00014.x.

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Ragoonaden, Karen, and Lyle Mueller. "Culturally Responsive Pedagogy: Indigenizing Curriculum." Canadian Journal of Higher Education 47, no. 2 (2017): 22–46. http://dx.doi.org/10.47678/cjhe.v47i2.187963.

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This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.

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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.

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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.

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Ribeiro, Luís Távora Furtado, Josefa Jackline Rabelo, Maria das Dores Mendes Segundo, and Francisca Maurilene do Carmo. "OS NOVOS CURRÍCULOS DOS CURSOS DE PEDAGOGIA: indicadores e tendências." Cadernos de Pesquisa 25, no. 4 (2018): 53. http://dx.doi.org/10.18764/2178-2229.v25n4p53-69.

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Neste artigo realizamos uma síntese proveniente de uma pesquisa, em desenvolvimento, a respeito dos indicadores teórico-metodológicos presentes na organização dos novos currículos dos cursos de Pedagogia no contexto das diretrizes curriculares nacionais. Para tanto, com base numa revisão teórico-documental, de abordagem qualitativa, revisamos os projetos pedagógicos em cinco instituições, entre os anos de 2011-2016, a saber: Universidade Federal de Mato Grosso; Universidade Federal de Pernambuco; Universidade Federal de São João Del-Rei; Universidade Federal de Viçosa e Universidade Federal do Ceará. Avaliamos ademais as Resoluções Nº1 de 15.05.2006 e Nº2 de 1.07.2015, do Conselho Nacional de Educação, situando os documentos da Associação Nacional pela Formação dos Profissionais da Educação. Por fim, indicamos as tendências curriculares flexíveis e interdisciplinares no campo da formação docente nos cursos de pedagogia e licenciaturas.NEW CURRICULUM FOR THE PEDAGOGY´S COURSES: indicators and tendenciesAbstract In this article we do a summary from a research development about the theoretical and methodological indicators present in the organization of the new curriculum of Pedagogy in the national's context of curriculum guidelines. Therefore, based on a theoretical and documentary review of qualitative approach, we review the educational projects in five institutions between the years 2011-2016, namely: Federal University of Mato Grosso; Federal University of Pernambuco; Federal University of Sao Joao del Rei; Federal University of Viçosa and the Federal University of Ceará. In addition, we will evaluate the resolutions of 15.05.2006 1 and 2 of 07.01.2015, the National Council of Education, placing the documents of the National Association for Training of Education Professionals. we will also provide a flexible and interdisciplinary curriculum tendencies in the field of teacher training in pedagogy courses and degrees.Keywords: Pedagogy´s Courses. Curriculum. Teacher training. Indicators. LOS NUEVOS CURRÍCULOS DE LOS CURSOS DE PEDAGOGÍA: indicadores y tendenciasResumenEn ese trabajo realizamos una síntesis proveniente de una investigación, en desarrollo, acerca de los indicadores teóricos y metodológicos presentes en organización de los nuevos currículos de los cursos de Pedagogía en el contexto de las directrices curriculares nacionales. Para tanto, con base en el repaso teórico y documental, de abordaje cualitativa, revisamos los proyectos pedagógicos en cinco instituciones, entre los años de 2011-2016, a saber: Universidad Federal de Mato Grosso; Universidad Federal de Pernambuco; Universidad Federal de São João Del-Rei; Universidad Federal de Viçosa y Universidad Federal do Ceará. Evaluamos además las Resoluciones Nº 1 de 15.05.2006 y Nº 2 de 1.07.2015, del Consejo Nacional de Educación, situando los documentos de la Asociación Nacional por la Formación de los Profesionales de la Educación. Por fin, indicamos las tendencias curriculares flexibles e interdisciplinares en el campo de la formación de los profesores en los cursos de pedagogía y licenciaturas.Palabras clave: Cursos de Pedagogía. Currículos. Formación de profesores. Indicadores.

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Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.

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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.

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Bhatt, Rachana, and Cory Koedel. "Large-Scale Evaluations of Curricular Effectiveness." Educational Evaluation and Policy Analysis 34, no. 4 (2012): 391–412. http://dx.doi.org/10.3102/0162373712440040.

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We use data from one of the few states where information on curriculum adoptions is available—Indiana—to empirically evaluate differences in performance across three elementary-mathematics curricula. The three curricula that we evaluate were popular nationally during the time of our study, and two of the three remain popular today. We find large differences in effectiveness between the curricula, most notably between the two that held the largest market shares in Indiana. Both are best characterized as traditional in pedagogy. We also show that the publisher of the least-effective curriculum did not lose market share in Indiana in the following adoption cycle; one explanation is that educational decision makers lack information about differences in curricular effectiveness.

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Cullen, Roxanne, and Reinhold Hill. "Curriculum Designed for an Equitable Pedagogy." Education Sciences 3, no. 1 (2013): 17–29. http://dx.doi.org/10.3390/educsci3010017.

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Prentki, Tim, and Madonna Stinson. "Relational pedagogy and the drama curriculum." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 1 (2016): 1–12. http://dx.doi.org/10.1080/13569783.2015.1127153.

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Nagalia, Shubhra. "Conceptualising Gender Studies: Curriculum and Pedagogy." Indian Journal of Gender Studies 25, no. 1 (2018): 79–107. http://dx.doi.org/10.1177/0971521517738452.

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This article draws upon the experience of inhabiting the disciplinary space of Gender Studies (GS) as faculty in a newly founded social science and humanities university, Ambedkar University Delhi (AUD). It attempts to formulate the challenges in and potential for giving shape to this specialised discipline in a neo-liberal context. It grapples with some of the complexities of the originary moment and how they have affected the discipline. Issues and linkages with Women’s Studies also foreground some of the tensions that have characterised our brief disciplinary history. These themes are explored by drawing upon the experience of curricular review and design of the Master’s programme in GS and the pedagogical dilemmas that constantly crop up in this age of celebration of ‘difference’. The first section focuses on the larger context of higher education in which a university like AUD was set up along with a discussion of the specific context of the location of GS within AUD. The second section looks at the various transactions and negotiations needed to run the GS programme.

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Malone-France, Derek. "Composition Pedagogy and the Philosophy Curriculum." Teaching Philosophy 31, no. 1 (2008): 59–86. http://dx.doi.org/10.5840/teachphil20083114.

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O', Fiona, and N. A. Riordan. "Transformational pedagogy through curriculum development discourse." International Journal of Innovation and Learning 23, no. 2 (2018): 244. http://dx.doi.org/10.1504/ijil.2018.089624.

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O'Riordan, Fiona. "Transformational pedagogy through curriculum development discourse." International Journal of Innovation and Learning 23, no. 2 (2018): 244. http://dx.doi.org/10.1504/ijil.2018.10010241.

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Fellner, Karlee D. "Embodying Decoloniality: Indigenizing Curriculum and Pedagogy." American Journal of Community Psychology 62, no. 3-4 (2018): 283–93. http://dx.doi.org/10.1002/ajcp.12286.

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Hall, Jacqueline, and David McCabe. "Curriculum and Pedagogy in Southern California." Journal of Curriculum and Pedagogy 1, no. 1 (2004): 47–50. http://dx.doi.org/10.1080/15505170.2004.10411482.

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Garoian, Charles R. "Curriculum and Pedagogy as Collage Narrative." Journal of Curriculum and Pedagogy 1, no. 2 (2004): 25–31. http://dx.doi.org/10.1080/15505170.2004.10411494.

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Pinar, William F. "The Problem with Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 2, no. 1 (2005): 67–82. http://dx.doi.org/10.1080/15505170.2005.10411529.

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Gupta, Renu. "The Role of Pedagogy in Developing Life Skills." Margin: The Journal of Applied Economic Research 15, no. 1 (2021): 50–72. http://dx.doi.org/10.1177/0973801020974786.

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In response to recent concerns expressed by Indian industry about the ‘employability’ of school and university graduates, this article examines the role of pedagogy in developing life skills (or twenty-first-century skills) and how these can be incorporated in the school/university curriculum. Recent curricular frameworks have incorporated life skills within the school curriculum by stressing the importance of inquiry and collaborative work through all subjects taught in school. The article finds a similar emphasis in the National Curriculum Framework (NCF) in India, but classroom observations and textbook analyses show that learning objectives in schools are frequently incorrect or misaligned with the NCF vision. The article briefly touches on how the beliefs of teachers affect their classroom practices and recommends that attention should be paid to the professionalisation of teachers, as only then can students acquire skills that are relevant for the twenty-first century, which is what employers want. JEL Classification: O15, J24, I21

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Kovács, Ildiko Gabriella. "Participatory Planning Pedagogy." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (2020): 199–227. http://dx.doi.org/10.22215/cjcr.v7i1.2576.

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This paper describes a Children’s Right to the City initiative of a Canadian provincial non-profit organization. The program and its underlying Participatory Planning Pedagogy (PPP) and curriculum follow a student-led and rights-based approach that builds upon global Child Friendly Cities scholarship. The goal of the program is two-fold: First, to uphold children’s participation rights in local decision-making by ensuring that young people’s perspectives are sought out and included in community planning initiatives, and second, to provide meaningful sustainability and citizenship education through participatory planning, and real-world local problem solving that promotes social change. Working in close collaboration with planning teams of the local municipality, the program is implemented within local public elementary schools. This paper will outline the PPP curriculum’s implementation in practice, present the underlying theories informing this work, and discuss benefits, challenges, and future potential of this children’s rights initiative.

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Brewer, David W. "ENDOCRINE PBL IN THE YEAR 2000." Advances in Physiology Education 25, no. 4 (2001): 249–55. http://dx.doi.org/10.1152/advances.2001.25.4.249.

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The Southern Illinois University School of Medicine (SIU-SOM) has utilized problem-based learning (PBL) in its curriculum since 1981, when Dr. Howard Barrows joined the faculty. From 1989 to 2000, SIU-SOM implemented two parallel curricula for the basic science years (years I and II), one curriculum being a problem-based learning curriculum (PBLC). An executive decision to design and implement a single curriculum, to begin in Fall 2000, fostered a review of existing pedagogy upon which to base this new curriculum: C2000. The results of this review, which considered formal outcome measures as well as internal review in consideration of the institutional mission, led to PBL becoming the predominant pedagogy for C2000, albeit with some modifications from its PBLC predecessor. C2000, then, represents the third iteration of PBL in use at SIU-SOM, and its design and rationale offer insight for the teaching of Endocrine Physiology in a PBLC.

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Ahmed, MD Meraz, Haroon Harshita Aini, Tambi Fatimah, and Hossain MD. Kamal. "THE CHALLENGES OF SECONDARY LEVEL BUSINESS EDUCATION IN BANGLADESH." Jurnal Pendidikan 22, no. 1 (2021): 58–70. http://dx.doi.org/10.33830/jp.v22i1.1431.2021.

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This paper discusses challenges of secondary level business education in Bangladesh.In particular, it exploresthe challenges related to curriculum, pedagogy, infrastructure and assessmentsystems in school. We looked atexisting facilities inschools that teach business education, teaching strategies used in the classrooms as well as the perceptions of teachers and students towards business education.Using an online survey, data was collected from 101respondents who are secondary level school teachers.Findings reveal that challenges are mainlyrelated to curriculum, pedagogy, infrastructure, and assessment system. However, infrastructure and students’ attitude-related challenges are the greatest challenges. In addition, we find that most of the business studies classes are attended by more than 40 students, contributing to issues related to pedagogy, infrastructure and assessment.The studyrecommendsthat the present curriculum, infrastructure, and assessment procedure of business education at the secondary level need to be upgraded for effective secondary level business education in the country. Artikel ini membahas tantangan pendidikan bisnis tingkat menengah di Bangladesh. terkait dengan kurikulum, pedagogi, infrastruktur dan sistem penilaian di sekolah, khususnya dalam hal fasilitassekolah untuk pendidikan bisnis, strategi pengajaran yang digunakan, serta persepsi guru dan siswa terhadap pendidikan bisnis. Metode yang digunakan survei online dari 101 guru sekolah menengah. Temuan mengungkapkan bahwa tantangan terutama terkait dengan kurikulum, pedagogi, infrastruktur, dan sistem penilaian. Namun, infrastruktur dan sikap siswa merupakan tantangan terbesar. Selain itu, jumlah siswa yang cukup besar, lebih dari 40 siswa, berkontribusi pada masalah yang berkaitan dengan pedagogi, infrastruktur, dan penilaian. Studi ini merekomendasikan bahwa kurikulum, infrastruktur, dan prosedur penilaian pendidikan bisnis di tingkat menengah perlu ditingkatkan efektivitasnya di negara tersebut.

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Garnett, James. "Beyond a constructivist curriculum: a critique of competing paradigms in music education." British Journal of Music Education 30, no. 2 (2013): 161–75. http://dx.doi.org/10.1017/s0265051712000575.

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The distinction between learning to perform on an instrument or voice and learning music in a wider sense is one that is made in many countries, and is especially pertinent in England in the context of recent policy developments. This article argues that, whilst this distinction has come to represent curricula based on the opposing paradigms of behaviourist and constructivist approaches to learning, this opposition does not necessarily extend to the pedagogy through which the curricula are taught. A case study of the National Curriculum in England highlights the characteristics of a curriculum based on constructivist principles, along with the impact this has when taught in a behaviourist way. It is argued that conceiving the curriculum in terms of musical competencies, and pedagogy in terms of musical understanding, would provide a basis for greater continuity and higher quality in the music education experienced by young people.

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Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.

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In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.

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Janson, Elizabeth. "ITINERANT CURRICULUM THEORY: TOWARDS A JUST PEDAGOGY." Revista Teias 20, no. 59 (2019): 212–18. http://dx.doi.org/10.12957/teias.2019.47462.

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Abstract: In this article, I examine how Joao Paraskeva’s Curriculum Epistemologies deepens his previous work on Itinerant Curriculum Theory (ICT) and discuss how this can be seen within the US public education classroom. I analyze (a) how the intricacies of ICT allow educators to fight for a just pedagogy by creating spaces of empowerment for youth and decolonizing the Curriculum; (b) how the standardization of US curriculum can be seen as an anti-ICT which helps teachers theorize spaces for ICT. This analysis of ICT reflects the need to struggle for social and cognitive justice through a just pedagogy of hope.

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Grissom-Broughton, Paula A. "A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy." Research Studies in Music Education 42, no. 2 (2019): 160–76. http://dx.doi.org/10.1177/1321103x19863250.

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

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Halagao, Patricia, Allyson Tintiangco-Cubales, and Joan Cordova. "Critical Review of K-12 Filipina/o American Curriculum." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 1–24. http://dx.doi.org/10.36650/nexus7.1_1-24_halagaoetal.

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This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

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Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.

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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.

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Pennington, Martha C. "Situating Writing Pedagogy within the Educational Curriculum." Writing & Pedagogy 6, no. 1 (2014): 1. http://dx.doi.org/10.1558/wap.v6i1.1.

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Renner, Adam, and Milton Brown. "Living the Hopeful Curriculum: Reflections on Pedagogy." International Journal of Learning: Annual Review 13, no. 2 (2006): 21–28. http://dx.doi.org/10.18848/1447-9494/cgp/v13i02/44634.

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KEENAN, HARPER BENJAMIN. "Unscripting Curriculum: Toward a Critical Trans Pedagogy." Harvard Educational Review 87, no. 4 (2017): 538–56. http://dx.doi.org/10.17763/1943-5045-87.4.538.

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In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political climate surrounding trans identity. Keenan argues that a critical trans pedagogy requires unscripting and must necessarily support children in constructing new knowledge.

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CROMPTON, KEVIN. "A curriculum for enterprise: pedagogy or propaganda?" School Organisation 7, no. 1 (1987): 5–11. http://dx.doi.org/10.1080/0260136870070102.

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Schubert, William H. "Curriculum and Pedagogy for Reconstruction and Reconceptualization." Journal of Curriculum and Pedagogy 1, no. 1 (2004): 19–21. http://dx.doi.org/10.1080/15505170.2004.10411471.

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Leafgren, Sheri, Deb C. DeBenedictis, Dana Keller, and Kathleen Kesson. "Curriculum and Pedagogy: An Evolving, Proliferating Conversation." Journal of Curriculum and Pedagogy 1, no. 1 (2004): 81–98. http://dx.doi.org/10.1080/15505170.2004.10411486.

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Mullen, Carol A. "Curriculum and Pedagogy Synergy Through the Arts." Journal of Curriculum and Pedagogy 1, no. 2 (2004): 32–36. http://dx.doi.org/10.1080/15505170.2004.10411495.

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Johnson, Aostre N. "Diverse Perspectives on Spiritual Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 2, no. 2 (2005): 30–34. http://dx.doi.org/10.1080/15505170.2005.10411539.

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Broadway, Francis. "With Sexuality: Theological Discourses, Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 2, no. 2 (2005): 73–77. http://dx.doi.org/10.1080/15505170.2005.10411549.

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Hyun, Eunsook. "Transforming Instruction into Pedagogy through Curriculum Negotiation." Journal of Curriculum and Pedagogy 3, no. 1 (2006): 136–64. http://dx.doi.org/10.1080/15505170.2006.10411587.

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Henderson, James G., and Patrick Slattery. "Ethical Challenges Immanent to Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 4, no. 1 (2007): 1–9. http://dx.doi.org/10.1080/15505170.2007.10411613.

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Joseph, Cynthia. "Internationalizing the curriculum: Pedagogy for social justice." Current Sociology 60, no. 2 (2012): 239–57. http://dx.doi.org/10.1177/0011392111429225.

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Rata, Elizabeth, Graham McPhail, and Brian Barrett. "An engaging pedagogy for an academic curriculum." Curriculum Journal 30, no. 2 (2019): 162–80. http://dx.doi.org/10.1080/09585176.2018.1557535.

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Moon, Bob. "Regenerating curriculum and pedagogy: the English experience." Curriculum Journal 6, no. 2 (1995): 185–98. http://dx.doi.org/10.1080/0958517950060203.

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Mittal, Devika. "Engaging with ‘Caste’: Curriculum, Pedagogy and Reception." Space and Culture, India 8, no. 1 (2020): 101–10. http://dx.doi.org/10.20896/saci.v8i1.615.

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Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers.

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Henderson, James G., and Patrick Slattery. "Understanding Curriculum and Pedagogy in Relation to Concepts of Curriculum Leadership." Journal of Curriculum and Pedagogy 4, no. 2 (2007): 1–5. http://dx.doi.org/10.1080/15505170.2007.10411635.

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