Relevant bibliographies by topics / Teaching practice - Curriculum

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Teaching practice - Curriculum'

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Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Teaching practice - Curriculum"

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Boudin, Kathy. "Teaching and Practice." Harvard Educational Review 63, no. 2 (July 1, 1993): 207–33. http://dx.doi.org/10.17763/haer.63.2.t875w42q30w8qk04.

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In this article, Kathy Boudin recounts her story as an inmate and literacy educator at Bedford Hills Correctional Facility for women. While the standard literacy education curriculum for the facility emphasized instrumental, workbook-based reading skills, Boudin sought to make the literacy program more relevant to the women's lives and experiences. By working with the women in the literacy program, Boudin incorporated critical literacy teaching practices into the skills-based curriculum, using the subject of AIDS in prison as a means of linking the women's experiences with their acquisition of literacy skills. Although the article focuses on prison education, the women in Bedford Hills are like other women in urban communities for whom literacy is only one of many problems. Thus, the pedagogical and social issues raised here have many implications that extend beyond the prison bars.
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Hernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (August 5, 2019): 1534–46. http://dx.doi.org/10.1108/k-04-2018-0212.

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Purpose The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform. Design/methodology/approach The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge. Findings Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum. Research limitations/implications Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process. Originality/value The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.
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Carelli, Francesco. "Minimal undergraduate teaching curriculum in Europe." British Journal of General Practice 61, no. 588 (July 2011): 440.1–440. http://dx.doi.org/10.3399/bjgp11x583029.

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Salmon, Gill, and Michal Tombs. "Teaching medical students child and adolescent psychiatry (CAP)." Journal of Mental Health Training, Education and Practice 14, no. 5 (August 29, 2019): 348–60. http://dx.doi.org/10.1108/jmhtep-07-2018-0041.

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Purpose The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.
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Too, Wei Keong, and Eka J. Saimima. "TEACHER BELIEF AND PRACTICE IN A SCHOOL-BASED ENGLISH LANGUAGE CLASSROOM IN EASTERN INDONESIA." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 211. http://dx.doi.org/10.24200/jonus.vol4iss1pp211-231.

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This study examines an English language teacher’s beliefs and practices within the context of implementation of school-based curriculum in Eastern Indonesia. The aim of this study is to examine the relationship between teacher belief and practice in the school-based curriculum through two research questions: “What are the teacher’s beliefs about teaching English in a school-based curriculum setting?” and “How does the school-based curriculum influence the teacher’s beliefs and practices?”. This case study adopts purposeful sampling involving a volunteered public junior high school English language teacher. It derives its qualitative data from semi-structured interviews, observation field notes and lesson plans. It identifies two themes of this teacher’s belief: “pragmatic views of teaching” and “conformity to practice”. When the beliefs were examined in relation to the practices, another two themes emerged, and they were “negotiation between expectations and practices” and “tension between conformity and practice”. The findings of this study indicate that negotiation was a constant practice while teaching within the context of the school-based curriculum. Although the teacher demonstrated autonomy in classroom management and teaching strategies, the freedom was not extended to the selection of teaching materials and activities. The identified tensions between conformity and practice highlight issues in teacher readiness and teacher support on the implementation of school-based curriculum. Keywords: Classroom practice, English language teacher, Indonesia, school-based curriculum, teacher belief. Cite as: Too, W. K. & Saimima, E. J. (2019). Teacher belief and practice in a school-based English language classroom in eastern Indonesia. Journal of Nusantara Studies, 4(1), 211-231. http://dx.doi.org/10.24200/jonus.vol4iss1pp211-231
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Meiers, Sonja J., Sandra K. Eggenberger, and Norma Krumwiede. "Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato." Journal of Family Nursing 24, no. 3 (August 2018): 307–44. http://dx.doi.org/10.1177/1074840718787274.

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Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching–learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching–learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching–learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students’ knowledge of family and instill a passion for family care in undergraduate programs.
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Clifford, Patricia, and Sharon Friesen. "Teaching and Practice." Harvard Educational Review 63, no. 3 (September 1, 1993): 339–59. http://dx.doi.org/10.17763/haer.63.3.y112450043270360.

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Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community. Using excerpts from their teaching journals, the authors recount their work with a classroom of six- and seven-year-olds, in which they continually question, challenge, and ultimately change fundamental assumptions about the education of young children. Through the voices and stories of these authors and their students, we witness the rich life of a classroom where teachers and children are passionate and vibrant learners.
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Throne, Jeanette. "Teaching and Practice: Living with the Pendulum: The Complex World of Teaching." Harvard Educational Review 64, no. 2 (July 1, 1994): 195–209. http://dx.doi.org/10.17763/haer.64.2.751755752w5t5417.

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In this article, Jeanette Throne describes how educational reforms seem to swing from one opposing ideology to another, while teachers confront the complex nature of the classroom, where different need exist simultaneously. Throne looks at this problem from two perspectives: a historical look at curricular reforms and her won classroom practice. Examining the evolution of her kindergarten language arts curriculum, she questions whether the learning needs of individual students can be met within the bounds of a single theoretical framework. Throne reflects on and analyzes the learning processes of her students, focusing on both their successes and challenges as they begin to read and write. She then describes the ways her students' learning has informed her teaching and prompted her to integrate several theoretical perspectives into her curriculum in order to ensure their success. She concludes by stressing that educators must look beyond either/or choices in order to see solutions that reflect the realities of the classroom, and emphasizes the importance of creating ongoing dialogue between teachers and theorists, researchers, and policymakers in order to foster a more comprehensive view of students and their learning needs.
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He, Cheng Long. "Curriculum Reform Practice Based on PBL Teaching Mode." Advanced Materials Research 655-657 (January 2013): 2119–22. http://dx.doi.org/10.4028/www.scientific.net/amr.655-657.2119.

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PBL model is not only refers to problem-based learning but also refers to project-based learning. In this mode, teacher is an active guider and the students are self-learning teaching in groups around the problems. The specialized fundamental curriculum, Building Architecture, is practiced as an example. This article extracts three Projects and forty Problems. The theory teaching and course design are taken a comprehensive view of the situation as a whole. This curriculum reform practice has proved that PBL mode can raise students' the ability to analyze and solve problems, and it is an important way to carry out the Excellent Plan in the course teaching.
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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (June 1, 2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.

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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.
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Dissertations / Theses on the topic "Teaching practice - Curriculum"

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Noroozi, Majeed. "Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3874.

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Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse groups of learners” (p. 5). Task-based Language Teaching has been introduced and developed by second language acquisition researchers as well as language educators in response to the teacher dominated and focus-on-formS methods of language teaching in classrooms such as the approach of Present, Practice, Produce (PPP) (Van den Branden, 2006). The present study aimed to build upon the previous literature on the possible differential effects of the PPP approach and TBLT on students’ language learning (e.g., De la Fuente, 2006;; Lai, Zhao, & Wang, 2011; Li, Ellis & Zhu, 2016; Gonzalez-Lloret & Nielson, 2015; Shintani, 2011, 2013) which have examined the differential effects of these two language methodologies on learners’ language learning. The present study aimed to address the methodological drawbacks of the Li et al. (2016) study by including Task-based Language Assessment (TBLA) in its methodology alongside the GJT and the EIT so as to obtain a more comprehensive picture of the comparison of PPP and TBLT. Thirty-four [e1] participants from three English as a Foreign Language (EFL) classes at the lower intermediate level of proficiency participated in this study, which took place at the Parsian Language Institute located in the city of Ghaemshahr in Iran. The three classes were randomly assigned to three groups of TBLT, PPP, and Control. Learning was measured with the same types of tests as the Li et al. (2016) study, i.e., a GJT and an Elicited imitation test; however, a Task Assessment was added. Participants were administered the pre-assessments, then participated in the TBLT, PPP and Control group treatments, respectively, and finally performed the post-assessments. A Wilcoxon Signed Ranked Test revealed that the performance of TBLT and PPP on the GJT and the EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. As for the task assessment, results showed that only the TBLT group made significant improvements on their post-assessment, while the PPP and Control group did not statistically improve [e1]Spell out at the beginning of sentences.
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Smith, Matthew W. "Teaching the 'Third World' : difference and development in the school curriculum." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3998/.

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This research explores the communication of the 'Third World' in the school curriculum, focusing particularly on its role, location and significance. Using data collected from two UK secondary schools the thesis combines ethnographic methods with theoretical perspectives from sociology, development studies and cultural studies. The conceptual focus of the research is on the ways the communication of the 'Third World' constructs notions of difference and identity in the school curriculum, informed by its location within three frameworks of meaning: development; charity; multiculturalism. The communication of the 'Third World' through each of these is addressed in turn, focusing particularly on the variety of notions of 'self, 'world' and ' other' which are constructed. Attention is also drawn to the epistemological foundations underpinning the different constructions of the 'Third World', and to the implications this has for engagements with notions of difference. The research seeks to explain the contradictions within and between the schools' communication of the 'Third World', emphasising the micro-politics of the schools and their location within a broader political context. In particular, attention is drawn to the role of the aims, structure, and organisation of the schools in informing the communication of the 'Third World', and to tensions between national and local curricular authority. It is argued that contradictions within and between the different constructions of the 'Third World' reflect changes in how the 'Third World' and development are understood. However, the potential improvements in its communication that this suggests are being constrained at both local and national levels. Thus, the research concludes by identifying policy initiatives which can both build on this potential, and prevent further prejudiced and discriminatory constructions of the 'Third World'. It also suggests further research which will enhance our understanding in this area.
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Cullen, Lorraine Ann. "Leading curriculum change : developing inquiry based teaching and learning in a primary school." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14288/.

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Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research. The idea of learning being placed at the heart of the core business of leadership is embodied in what is understood as Instructional Leadership. Through practitioner action research, this study investigates the leadership of curriculum change that takes full account of the views of children. It explores the kind of actions that need to be undertaken as a leader to effect curriculum change; actions that serve to locate the child as the lead learner. In developing an inquiry based approach to teaching and learning, this study investigates how resources and the tool and artefacts of teaching are deployed, pedagogical strategies implemented and considers the development of a cultural, emotional and cognitive climate conducive to inquiry learning.
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Deweese, David L. "Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.

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This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their own instructional planning and teaching higher than they ranked their perceptions of department expectations of faculty regarding their teaching. Faculty and program coordinators ranked their perceptions of their own practice higher than they ranked their self-reported use of various instructional planning and teaching strategies, and methods and resources. Several recommendations resulted from this study. Among the most notable were the following: faculty and program coordinators in DPPSP programs need to conduct research which focuses on graduate perceptions of the quality of instructional planning and teaching they experienced while in the preparation program: similar research which focuses on other principal preparation program faculty teaching practices needs to be conducted, possibly using a qualitative approach: in light of the disparity between faculty and program coordinator perceptions of their instructional planning and teaching practices, and their self-reported utilization of various instructional planning and teaching methods and resources, it was recommended that DPPSP faculties and coordinators engage in critical assessment of the assumptions under which they plan for and enact teaching and learning activities.
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Vail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.

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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents' participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented.
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Li, Ying. "Curriculum innovation and listening comprehension within the national English teaching reform in China." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/12313/.

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The ‘National English Teaching Reform’ at university level, also known as the Reform of College English, was initiated in China in 2003. The new mode of English teaching was a combination of classroom teaching and student self-access learning via CWISs (Campus-Wide Information System). The emphasis of the Reform was on developing the students' all-round ability, especially the ability of listening and speaking. The purpose of this study was to research the implementation of this curriculum innovation in a specific university. The research applied both quantitative and qualitative methods, namely, questionnaires, interviews, listening comprehension classroom observations, and document review. According to the data collected, multi-media facilities were more widely used than before but individual self-access facilities were insufficient for every student to get access when needed. At the same time, full advantage of the facilities was not being taken of. With regard to English Listening Comprehension, students spent more time in practising, but rather than being motivated by a wish to improve their all-round ability, many of them regarded it as necessary primarily for the purpose of passing the nationwide College English Test (CET), a qualification highly regarded by employers. A general finding was that autonomous study had not yet been realised in the university. Various reasons for this are explored, among them the fact that teachers did not provide a bridge between classroom instruction and self-access learning. Teachers' own difficulties in coping with the technology are also considered. Four series of English Listening Comprehension textbooks were designed for the Reform and were recommended by the Ministry of Education. However, the researched University used another textbook package because it was evaluated to be more suitable for students.
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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.

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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.
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Chiu, Hazel Lai Wan. "Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10007359/.

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Grammar has often been a topic which receives attention in the English Language curricula of Hong Kong schools, irrespective of what teaching approaches are being endorsed. Particularly in the task-based English Language curriculum implemented in secondary schools from 2002, grammar is presented as one of the highlights. This thesis aims to investigate how grammar teaching is perceived and practised within the task-based secondary curriculum of Hong Kong. The study covers three major areas of investigation: (a) language teaching policy and curriculum in Hong Kong; (b) language and grammar teaching materials; and (c) individual teachers' grammar teaching concepts and practice. The purpose is to explore the transmission of curriculum ideas and examine whether theory, policy and practice align in the process of curriculum implementation. The first two areas were examined through literature review and materials analysis, to establish a context for interpreting the empirical data collected from lesson observations and interviews to investigate the third area of how grammar teaching was perceived and practised by individual teachers in their classrooms. Relationships among these three areas were examined in order to present a comprehensive picture of the concepts and practice concerning grammar teaching in Hong Kong secondary schools. From the planned curriculum in the curriculum documents to the enacted curriculum in language classrooms, a chain of intricate relationships is involved regarding the connection of curriculum ideas to second language teaching theory and research, the transference of curriculum ideas to textbooks and grammar teaching materials, and the implementation of curriculum ideas in the language classrooms by individual teachers. IV Results showed that curriculum ideas did not often transfer fully to teaching materials or apply to teaching practice as intended. There was evidence of interactions at different levels as participants in the curriculum implementation process engaged with and interpreted the curriculum ideas from their own perspectives of operationalising ideas in the intended curriculum. Through exploring these relationships, suggestions for grammar teaching within the secondary task-based curriculum have been proposed to inform future pedagogy, research and policy.
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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.

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Joseph, Jenead Diana Nicole. "Mathematics teachers’ experiences of the influence of the changing curriculum on their professional practice in grades 10 - 12 in the Cape Winelands district." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2495.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
Education in South Africa is a concern to many stakeholders, including government, teachers, teacher unions and non-governmental organisations, owing to the poor academic performances of learners. Mathematics teachers, the focus of this study, are confronted with a constantly changing curriculum. Teachers are often targeted by the education authorities and general public as the primary cause of the poor outcomes of education in South Africa. This study considers the experiences of Grades 10–12 mathematics teachers in the Cape Winelands regarding curriculum change and its influence on their professional practice. The basic assumptions of social constructivism served as overarching theory. The researcher judged that a conceptual framework would make for a clearer and more systematic way of dealing with the constructs that underpin this study. The conceptual analysis framework, which was developed by combining the work of Rogan and Grayson, as well as that of Remillard, which is a perfect fit to this study, guided the interpretation and analysis of the data. A deductive approach in data analysis was applied in accordance with the conceptual framework used in this study. Being explorative in nature, this study is a qualitative design and therefore an interpretive methodological approach was followed. A purposive and convenience sampling method was used whereby teachers from six schools were pre-selected: two from ex-Model C schools, two from previously disadvantaged black schools and two from previously disadvantaged coloured schools. Semi-structured interviews were conducted. The findings of this study pointed to teachers’ acceptance of education reform and changes in the curriculum, provided they were not too radical. Teachers requested involvement on a broad spectrum throughout the planning and implementation process, and proper training and support prior to implementation. Factors that militated against implementation were, among others, poor facilities, resources and instructional aides; poorly trained change facilitators; poor leadership and management at schools; and the many constraints that the learners brought to the school and the classroom.
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Books on the topic "Teaching practice - Curriculum"

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Lory, Quaranta, ed. Effective teaching: Principles and practice. Glenview, Ill: Scott, Foresman, 1987.

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The professional practice of teaching. 3rd ed. South Melbourne, Vic: Thomson Learning Australia, 2008.

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Wiles, Jon. Curriculum development: A guide to practice. 5th ed. Upper Saddle River, N.J: Merrill, 1998.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 7th ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 3rd ed. Columbus: Merrill Pub. Co., 1989.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 6th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 4th ed. New York: Merrill, 1993.

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Wiles, Jon. Curriculum Development: A guide to practice. 3rd ed. Columbus Ohio: Merrill, 1989.

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Massachusetts. Dept. of Education. Massachusetts arts curriculum framework: The practice of creating. Malden, MA: The Department, 1999.

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Curriculum as institution and practice: Essays in the deliberative tradition. Mahwah, N.J: L. Erlbaum Associates, 1999.

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Book chapters on the topic "Teaching practice - Curriculum"

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Clarence, Sherran, and Martina van Heerden. "Changing curriculum and teaching practice." In Building Knowledge In Higher Education, 145–61. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Legitmation code theory: knowledge-building in research and practice: Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-9.

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Shardlow, Steven, and Mark Doel. "Using a Curriculum for Practice Learning." In Practice Learning and Teaching, 75–103. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-11308-8_5.

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Watkins, Richard. "Linking Science to the Wider Curriculum." In Primary Science: A Guide to Teaching Practice, 89–113. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473910850.n6.

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Stinson, Susan W. "Dance/Teaching/Research: The Practice of Living (2015)." In Embodied Curriculum Theory and Research in Arts Education, 299–310. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20786-5_20.

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Cramp, Andrew. "Curriculum design to provide learning as a social practice." In Masters Level Teaching, Learning and Assessment, 205–8. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-39937-3_12.

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Peterson, Chris. "Teaching health research: social sciences in a physical sciences curriculum." In Health Research in Practice, 37–46. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4497-9_4.

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Johnston, Keith. "Key Skills in the Context of Twenty-First-Century Teaching and Learning." In Curriculum Change within Policy and Practice, 85–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_5.

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Morshedzadeh, Elham, Page Cross, Christopher Arena, and Andre Muelenaer. "Teaching Strategies Considering Interdisciplinary Practice in Industrial Design Curriculum." In Advances in Industrial Design, 91–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80829-7_12.

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Chen, Bo, and Bing Wei. "Implementation of Standards-Based Curriculum by Chemistry Teachers: From Curriculum Materials to Teaching Practice." In Science Education in East Asia, 523–47. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16390-1_21.

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Cui, Ruixue, and Yanchao Wang. "Research on Teaching Practice of Hidden Curriculum in University Physical Education." In Advances in Intelligent and Soft Computing, 357–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_52.

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Conference papers on the topic "Teaching practice - Curriculum"

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Haiyu Li, Chunhua Zhang, Xiaohua Song, and Nan Zheng. "Cognition and practice about curriculum teaching design." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543781.

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Li, Haiyu, Chunhua Zhang, Xiaohua Song, and Nan Zheng. "Cognition and Practice about Curriculum Teaching Design." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.45.

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Qian, Min, Dan Wu, Yan Ye, Guiju Zhang, and Jihua Gu. "Teaching reform and practice of optoelectronic technology curriculum." In 15th Conference on Education and Training in Optics and Photonics, ETOP 2019, edited by Anne-Sophie Poulin-Girard and Joseph A. Shaw. SPIE, 2019. http://dx.doi.org/10.1117/12.2523449.

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Li, Liping, Shiming Zhang, and Yueping Wu. "Teaching reform and practice on software project management curriculum." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250371.

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Fu, Yabo, Haowei He, Lijuan Liang, Lizheng Zhang, and Guorong Cao. "Practice of Curriculum Teaching Reform on Green Transport Packaging." In International Conference on Education Innovation and Social Science (ICEISS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.8.

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Chen, Ning. "Superficial View on Relationship between Curriculum Teaching and Practice Teaching in China." In International Conference on Education, Management, Commerce and Society. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.120.

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Tang, Yu, and Gang Wu. "Reform and Practice of Practical Teaching Curriculum system of Electronic and Information Engineering." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.434.

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Furtak, Erin. "Supporting science teaching practice with learning progressions." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_14.

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Learning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments.
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Li, Rong. "Exploration and Practice of Inquiry Teaching in Communication Theory Curriculum." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.125.

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Nolan, Collette, and Bill O'Flynn. "From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.38.

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What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their research. Contemporary artists such as Annette Krauss and her long-term project Hidden Curriculum (2008), art theorists such as Claire Bishop, Artificial Hells (2012), Richard Hickman (ed.), Research in Art & Design Education: Issues and Exemplars (2008), Graeme Sullivan, in his book Art Practice as Research (2005), all use and discuss arts-based approaches in educational research, and are important references to the contextual framework of this project. In a series of action research projects, conducted over the last five years with student volunteers in the Crawford College of Art and Design, we have explored phenomenological, collaborative approaches to teaching and learning, space and place, that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall project aims to create an artistic, collaborative, non- hierarchical framework that encourages students and teachers to actively question and investigate the teaching and learning situation and relationships.
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Reports on the topic "Teaching practice - Curriculum"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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