Designing a Curriculum Framework for School Prayer: A Case Study from UK Jewish Primary Schools

2019 ◽  
Vol 114 (2) ◽  
pp. 155-167
Author(s):  
Eli Kohn
Keyword(s):  
Primary Schools ◽  
School Prayer ◽  
Curriculum Framework

Case Study

2018 ◽  
pp. 95-111
Keyword(s):  
Primary Schools ◽  
Self Directed Learning ◽  
Response To Instruction ◽  
Effective Learning ◽  
Curriculum Framework ◽  
Directed Learning ◽  
Primary Years Programme

Chapter 5 presents a case study that reports on the assessment of self-directed learning (SDL) in three schools categorized with the local curriculum framework, and three nearby schools with the International Baccalaureate's Primary Years Programme. Results of the investigation indicate that there is a link between curriculum and students' knowledge of, as well as their response to, instruction about SDL. The chapter ends with a discussion of the implications of curriculum emphasis on inquiry for students' SDL, and the opportunities that exist for using the assessment of SDL with local curriculum documents that aim to promote effective learning in primary schools.

Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi

2021 ◽  
Vol 18 (1) ◽  
pp. 117-147
Author(s):  
Meghna Nag Chowdhuri
Keyword(s):  
Primary Schools ◽  
National Curriculum ◽  
Primary Teachers ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Curriculum Framework ◽  
Multiple Case

For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

A STUDY ON IMPLEMENTATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN UPPER PRIMARY SCHOOLS OF KERALA

2016 ◽  
pp. 168-176
Author(s):  
R.G Kothari ◽  
Mary Vineetha Thomas
Keyword(s):  
Primary Schools ◽  
Comprehensive Evaluation ◽  
Secondary Level ◽  
The State ◽  
Quality Of Education ◽  
Government Schools ◽  
Curriculum Framework ◽  
Powerful Means ◽  
Made In

Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. The state of Kerala has been going through a series of educational reforms over the last decade or so and the introduction of CCE in the state is one among them. As emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices focusing on CCE was introduced right from primary to secondary level. Though the state has made all-out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes, what problems are being faced by teachers while implementing CCE. The present paper is a brief attempt made in this regard and is directed towards answering these questions and giving suggestions for the same. The study has been conducted on teachers of upper primary government schools of Kerala.

scholarly journals Global decentralization policies for education and Tanzanian primary school principals’ responses

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Grace Rwiza
Keyword(s):  
Social Relations ◽  
Primary Schools ◽  
School Principals ◽  
Primary School Principals ◽  
Political Discourse Analysis ◽  
Core Function ◽  
Managerial Roles ◽  
The Individual ◽  
Modes Of Governance

Blackmore and Sachs’ (2007) opinion that “educational reform needs to be seen within a broader context of restructuring in economic and social relations among the individual, the state and new modes of governance” (p. 1) is relevant for expressing the essence and influence of the global decentralization policies in Tanzania and elsewhere. The 1995 decentralization of the management of primary schools in Tanzania was the outcome of the World Bank’s policies and the International Monetary Fund’s conditions following the economic instabilities of the 1980s. Assuming that public systems are inefficient, autonomy in decision-making and competition are seen as means of achieving high quality and efficiency (Bonal, 2002; Carnoy, 1995; Martinez & Garcia, 1996). The need for autonomy, external accountability and competition has created new managerial roles for school principals even though their core function is to lead instruction (Lingard & Christie, 2003; Reitzug, West, & Roma, 2008; Stewart, 2006). This study explores how principals in Tanzania are harmonizing these roles and is informed by political discourse analysis and decolonizing theories (Abdi & Shultz, 2012; Blackmore & Sachs, 2007; Dimmock & Walker, 2005; Fairclough & Fairclough, 2012; Nyerere, 1968; Wagenaar, 2011). Qualitative interpretive case study is also used to analyze the principals’ experiences. The implementation of a borrowed culture in new contexts creates tensions; thus, the adoption of new roles in the context of decentralization creates conflicts and imbalances. Given that education is a public good, educational policies should be decolonized and separated from market influences.

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