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Relevant bibliographies by topics / Secondary education|Social studies education|Curriculum development

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Academic literature on the topic 'Secondary education|Social studies education|Curriculum development'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Secondary education|Social studies education|Curriculum development"

1

Poudel, Krishna Prasad. "Space of Geography Content in Social Studies of School Education Curriculum in Nepal." Third Pole: Journal of Geography Education 17 (May 23, 2018): 1–20. http://dx.doi.org/10.3126/ttp.v17i0.19979.

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Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of t

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2

Lawal, Moshood Babatunde. "Social Studies Teachers’ Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria’s Basic Education Curriculum." American International Journal of Humanities, Arts and Social Sciences 2, no. 1 (2020): 18–28. http://dx.doi.org/10.46545/aijhass.v2i1.148.

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This study analysed Social Studies teachers’ readiness to teach Security Education. 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in the South Western Nigeria were administered with a structured questionnaire. The data collected were analysed using simple non-parametric statistics. Findings showed that the teachers have a significantly low knowledge and awareness of the components of the Theme-Security Education. However, the teachers’ readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of spe

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3

Heck, Debbie. "The State of Environmental Education in the Australian School Curriculum." Australian Journal of Environmental Education 19 (2003): 115–24. http://dx.doi.org/10.1017/s081406260000152x.

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AbstractThe first review of environmental education in Australia was undertaken by Linke (1980) in 1973/4. The Curriculum Corporation on behalf of the Government Department of the Environment and Heritage undertook a second national review in 2002. The purpose of the review was to provide evidence for the development of future national initiatives in environmental education and as advice for environmental education practioners. Curriculum documents were reviewed to identify the existence of 147 indicators of environmental education within outcomes and objectives of curriculum documents in the

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4

Marshak, Lisa, Margo A. Mastropieri, and Thomas E. Scruggs. "Curriculum Enhancements in Inclusive Secondary Social Studies Classrooms." Exceptionality 19, no. 2 (2011): 61–74. http://dx.doi.org/10.1080/09362835.2011.562092.

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5

Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum.

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Xu, Chengwei, Xiaofeng Lv, and Zhongyi Li. "Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China." Lifelong Education 9, no. 6 (2020): 228. http://dx.doi.org/10.18282/le.v9i6.1348.

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at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forw

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7

Angyagre, Simon Eten, and Albert Kojo Quainoo. "What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework." International Journal of Development Education and Global Learning 11, no. 2 (2019): 142–58. http://dx.doi.org/10.18546/ijdegl.11.2.02.

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A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the s

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8

Ifanti, Amalia A. "Policy and curriculum development in Greece. The case of secondary school curriculum." Pedagogy, Culture & Society 15, no. 1 (2007): 71–81. http://dx.doi.org/10.1080/14681360601162287.

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9

Barr, Hugh. "Designing and Developing a Constructivist National Social Studies Curriculum: An Example from New Zealand." Citizenship, Social and Economics Education 4, no. 1 (2000): 47–56. http://dx.doi.org/10.2304/csee.2000.4.1.47.

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This paper describes the design and development of an integrated national social studies curriculum for all New Zealand primary and secondary school students. The development process began in 1995 and the final version of the curriculum was issued to schools at the end of 1997. Design problems were both ideological and pedagogical. Those who favoured a traditional liberal education lobbied for a return to history and geography; post modernists advocated a reconstructionist curriculum which emphasised process rather than product. The design teams needed to satisfy both groups and design a curri

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10

Vilks, I. "Astronomy Education in Latvia - problems and development." International Astronomical Union Colloquium 162 (1998): 220–23. http://dx.doi.org/10.1017/s0252921100115131.

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School education in Latvia, as in many other countries, is divided into two stages: primary and secondary education. Primary education is compulsory. Every year 30 000 new school children start attending primary school. This is a potential audience that can study astronomy fundamentals. During first grade studies school children learn the basics of natural science which include some elements of astronomy. These lessons are given once a week. At this stage children's interest in the Universe is great; therefore the most active teachers use some out of curriculum activities to give the schoolchi

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