Bridging the educational research-teaching practice gap: Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design

Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.

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Book Review: The Management of Curriculum Development, the Teacher's Role in Curriculum Design

Australian Journal of Education ◽

10.1177/000494417401800318 ◽

1974 ◽

Vol 18 (3) ◽

pp. 327-329

Author(s):

N. J. Holland

Keyword(s):

Curriculum Development ◽

Curriculum Design ◽

Teacher’S Role ◽

Teacher's Role

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Teachers as researchers: A discovery of their emerging role and impact through a school-university collaborative research

Brock Education Journal ◽

10.26522/brocked.v24i2.374 ◽

2015 ◽

Vol 24 (2) ◽

Cited By ~ 3

Author(s):

Ken Chow ◽

Samuel Kai Wah Chu ◽

Nicole Tavares ◽

Celina Wing Yi Lee

Keyword(s):

Curriculum Design ◽

Primary Schools ◽

Collaborative Research ◽

Teaching Practice ◽

Project Based Learning ◽

Teacher Professionalism ◽

Four Dimensions ◽

Culture Teaching ◽

The Impact

This study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry project-based learning (IPjBL), in which they took the dual role of the teacher and researcher. Five focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.

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