Research on the Development Path of Kindergarten-based Curriculum With Liangshan Yi Culture

As the tradition and wisdom of Yi people, Liangshan Yi culture is an important resource for kindergartens in Liangshan Yi area to develop curriculum. This article analyzes the educational value and development principles of Liangshan Yi culture integrated into kindergarten curriculum, and proposes a kindergarten curriculum development path that integrates Liangshan Yi culture from five aspects: theme activities, regional activities, environmental creation, life activities, and resources outside the kindergarten.

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Curriculum Theory: A Review Study

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi ◽

10.31704/ijocis.2021.012 ◽

2021 ◽

Vol 11 (2) ◽

pp. 237-260

Author(s):

Gülşah Coşkun Yaşar ◽

Berna Aslan

Keyword(s):

Curriculum Development ◽

Curriculum Theory ◽

Value Orientations ◽

Development Studies ◽

Educational Value ◽

Theoretical Perspectives ◽

The Usa ◽

Review Study ◽

Teaching Learning ◽

Curriculum Beliefs

The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

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The Awe in Awesome in Education Abroad

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v32i2.469 ◽

2020 ◽

Vol 32 (2) ◽

pp. 94-119

Author(s):

Kristin L. Thomas ◽

Deborah Kerstetter

Keyword(s):

Grounded Theory ◽

Curriculum Development ◽

Theoretical Foundation ◽

Meaning Making ◽

Constructivist Grounded Theory ◽

Theory Approach ◽

Education Abroad ◽

Educational Value ◽

Educational Travel ◽

Grounded Theory Approach

Few have examined how students perceive or make sense of their formal educational travel experiences, resulting in a dearth of knowledge about perceived educational value of experiences. To rectify this situation, this study addressed how students make meaning during their education abroad (EA) experience. Employing a constructivist grounded theory approach, students were found to process their experiences through four meaning-making structures labeled, “Seeking Novelty,” “Actually Being,” “Securing/Blending,” and “Living in a State of Awe,” all of which contributed to experiencing awe during their EA experience. The authors propose the Education Abroad Meaning-Making Framework, which can be used to understand students’ experiences while on EA and to serve as a theoretical foundation upon which further research on EA can be conducted. They also discuss implications of the Framework for pre- and post-experience advising, program, and curriculum development. Abstract in French Peu d’études ont examinées comment les étudiants perçoivent et donnent du sens aux expériences formelles durant leurs voyages éducatifs, résultant en un manque de connaissance quant à la valeur perçue de ces expériences. Afin de rectifier cette situation, cette étude décrit comment les étudiants donnent du sens à leurs expériences durant leurs voyages éducatifs (VE). Utilisant une approche théorique constructiviste, il est apparu que les étudiants traitent leurs expériences à travers quatre structures donneuses de sens appelées « Chercher la nouveauté », « Être vraiment », « Confort/Immersion », et « Vivre émerveillé », qui ont toutes contribuées à leur émerveillement durant leurs VE. Les auteurs proposent le Cadre de Voyage Éducatif Donneur de Sens, qui peut être utilisé pour comprendre les expériences des étudiants pendant leur VE et servant de fondement théorique sur lequel baser de futures recherches sur les VE. Ils discutent aussi des implications de ce Cadre pour le développement de l’encadrement, du programme et du curriculum avant et après les VE.

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