Secondary School Literature Curriculum Design: A Multifunctional Approach

1979 ◽  
Vol 52 (7) ◽  
pp. 313-317
Author(s):  
Carmen W. Holsberry
Keyword(s):  
Secondary School ◽  
Curriculum Design ◽  
Literature Curriculum

scholarly journals DEVELOPING A SELF-EFFICACY SCALE TOWARD PHYSICS SUBJECTS FOR LOWER-SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 20 (1) ◽  
pp. 38-49
Author(s):  
Mustafa Fidan ◽  
Meric Tuncel
Keyword(s):  
Secondary School ◽  
Curriculum Design ◽  
Self Efficacy ◽  
Science Curriculum ◽  
Efficacy Beliefs ◽  
General Context ◽  
Lower Secondary School ◽  
School Students ◽  
Affective Skills ◽  
Secondary School Physics

Physics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students’ cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students’ self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single- factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects. Keywords: lower-secondary school, physics subjects, scale development, self-efficacy belief

scholarly journals Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences

2021 ◽  
Author(s):  
◽  
Evaristo Andreas Mtitu
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Curriculum Design ◽  
Knowledge Construction ◽  
Cultural Context ◽  
Teacher Shortage ◽  
Theoretical Framework ◽  
Main Question ◽  
Instructional Resources ◽  
Syntactic Knowledge

<p>The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania’s secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher’s pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher’s teaching practice reflect LCT beliefs?; and how does a teacher’s evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents.  The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers’ own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies.  Findings presented aspects which influence teachers’ practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students’ power relation, and the nature of the curriculum. Other aspects raised include: teachers’ substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance.  The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers’ flexibility; and teachers’ need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers’ need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers’ use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches.  The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy’s perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners’ culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.</p>

scholarly journals Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana

2003 ◽  
Vol 9 (1) ◽  
pp. 69-73
Author(s):  
O.M. TORIOLA
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Curriculum Design ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Sport Participation ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Human Right

LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。

scholarly journals Incorporating Awareness of English as a Lingua Franca into Teacher Education for Secondary School Japanese Teachers of English

2022 ◽  
Vol 46 (1) ◽  
pp. 13
Author(s):  
Takuji Igarashi ◽  
◽  
Sachiko Igarashi ◽  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Curriculum Design ◽  
Core Curriculum ◽  
Recent Literature ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Lingua Franca ◽  
Positive Attitudes ◽  
Transformative Approach

This article discusses the obstacles and potential solutions for the incorporation and increased awareness of English as a lingua franca (ELF) into teacher education programs for secondary school Japanese teachers of English (JTEs). While a nationally standardized “Core Curriculum” (CC) for secondary school JTEs’ learning guidelines and models in teacher education reflects relatively positive attitudes towards ELF, the integration of an ELF perspective into teacher education programs is considered a low priority. Recent literature explores the barriers to ELF-aware curriculum design and suggests that teachers carry out ELF-based action research, both to promote teachers’ critical awareness of ELF and to gain insights that will encourage a wider transformative approach to their beliefs. The authors here conclude that for a more effective and innovative ELF-aware curriculum implementation, it is important to consider the broader context of the current landscape of English use and language teaching. この論文は、中等教育に携わる日本人英語教師のための教師教育プログラムに、国際共通語としての英語(ELF)の理念を取り入れ認識を深めてもらうことへの障壁と、それに対する解決策を論じる。中等教育に携わる日本人英語教師の教師教育における学習ガイドラインおよびモデルである全国共通「コア・カリキュラム」では、ELFに対して比較的前向きな見解を示している。一方で、ELFの観点を教師教育プログラムに取り入れることは優先順位が低いと考えられている。最近の文献では、ELFを意識したカリキュラム考案の障壁が調査されており、教師がELFに基づいたアクション・リサーチを行うことを提案している。それにより、教師が批判的な視点でELFを捉えることを促し、また、教師の信念をより大きく変革するアプローチを促進するための洞察が得られるであろう。結論として、ELFを意識した教師教育プログラムをより効果的かつ革新的に実施するためには、現在の英語の使用状況や言語教育に関して幅広く見ていくことが重要である。

scholarly journals Transitional woes: On the impact of L2 input continuity from primary to secondary school

2017 ◽  
Vol 7 (3) ◽  
pp. 443-469 ◽  
Author(s):  
Simone E. Pfenninger ◽  
Johanna Lendl
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Curriculum Design ◽  
Primary Schools ◽  
Age Of Onset ◽  
Holistic Approach ◽  
Language Experience ◽  
Before And After ◽  
Early Learners ◽  
The Impact

In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few—but crucial—aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.

scholarly journals Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views

2020 ◽  
Vol 25 (1) ◽  
pp. 137-152
Author(s):  
Ana María Sierra Piedrahita ◽  
Paula Andrea Echeverri Sucerquia
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Secondary School Teachers ◽  
Language Policies ◽  
School Teachers ◽  
Curriculum Guidelines ◽  
Development Initiatives ◽  
The Government

A case study was conducted to explore public secondary school teachers’ perspectives, practices, and experiences concerning the design and implementation of the English curriculum, as well as the professional development offered by the government in order to implement language policies and curriculum guidelines in the city of Medellin, Colombia. The study lasted one year and included a survey, the analysis of curriculum documents from five selected institutions, and focus group interviews as data collection instruments. Results indicate that the initiatives provided by the government have not been effective in supporting teachers in this endeavor as they have been very limited in terms of curriculum design, and reflect a technical view of teacher learning. In addition, several contextual and social factors have tremendously affected the implementation of language policies and curriculum guidelines in schools. Besides, teachers point to several needs, including that they have more time to appropriate and implement reforms, that they be included in policy-making as affected parties, that professional development initiatives be freed from political and economic interests and that they be offered a preparation that combines improving their language proficiency, English teaching methodologies and curriculum design.

scholarly journals Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences

2021 ◽  
Author(s):  
◽  
Evaristo Andreas Mtitu
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Curriculum Design ◽  
Knowledge Construction ◽  
Cultural Context ◽  
Teacher Shortage ◽  
Theoretical Framework ◽  
Main Question ◽  
Instructional Resources ◽  
Syntactic Knowledge

<p>The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania’s secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher’s pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher’s teaching practice reflect LCT beliefs?; and how does a teacher’s evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents.  The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers’ own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies.  Findings presented aspects which influence teachers’ practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students’ power relation, and the nature of the curriculum. Other aspects raised include: teachers’ substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance.  The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers’ flexibility; and teachers’ need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers’ need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers’ use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches.  The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy’s perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners’ culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.</p>

scholarly journals Preference, Passing and Fresh Perspectives: Text Selection by Secondary School English Teachers in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Taylor Hughson
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Curriculum Design ◽  
English Teachers ◽  
Social Realism ◽  
Specific Content ◽  
International Trends ◽  
Aotearoa New Zealand ◽  
Literary Experience ◽  
Realist Perspective

<p>The New Zealand Curriculum (NZC) and the national secondary school qualification, the National Certificate of Educational Achievement (NCEA), afford teachers an enormous degree of autonomy over what they teach in their classrooms. This is in line with international trends in curriculum design which shape curricula around generic, open-ended learning outcomes rather than specific content. However, as of yet there is very little research either in New Zealand or internationally into the ways teachers make decisions about what to teach within an environment of great curricular freedom. Accordingly, this thesis investigates how high school English teachers in Aotearoa New Zealand make decisions about which written texts to teach within the context of current curriculum and assessment frameworks. It conducts this investigation from what will be called a modified social realist perspective. This theoretical perspective adapts the classic social realism promoted in the work of Michael Young and others, in order to develop a version of social realism which has explanatory power for humanities subjects, and subject English in particular.  The thesis moves through three main sections: context, theory and findings. The first section details the context in which this study is located, with a focus on how the New Zealand Curriculum and NCEA are clear examples of what will be called the New Curriculum: a movement in curricular reform which advocates for the removal prescribed content and positions the teacher as a curriculum maker, rather than a curriculum implementer. This section also includes a literature review. The second section outlines the theoretical position of this thesis. It shows how classic social realism struggles to account for both the non-abstract and subjective nature of literary experience, and moves from this to advance a ‘modified social realism’ which incorporates these features of literary experience into its model. The methodology of the study is also included here. Finally, the third section outlines the study’s findings. It is shown that given the freedom to choose their own texts, teachers make decisions based on, in order of importance, students’ interests, the likelihood of a text succeeding in NCEA assessments, and whether the text will expose students to important perspectives and ideas. This thesis argues that such priorities are problematic, as, from a modified social realist perspective, focusing on student interests and assessment success can limit opportunities for students to be exposed to truly transformative literature. This thesis therefore ends by suggesting three potential reforms which would allow students to encounter such literature more frequently, including enhanced professional development, and a curriculum document with clearer guidelines around the types of texts that students should encounter.</p>

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