Geography in England 1988-98: Costs and Benefits of National Curriculum Change

1999 ◽  
Vol 8 (3) ◽  
pp. 273-278 ◽  
Author(s):  
Eleanor Rawling
Keyword(s):  
Curriculum Change ◽  
National Curriculum ◽  
Costs And Benefits

An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

2019 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Sermin Turtulla
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Curriculum Change ◽  
Language Teaching ◽  
National Curriculum ◽  
Communication Competence ◽  
Frequency Count ◽  
Teachers Perceptions ◽  
Percentage Distribution ◽  
Efl Teachers

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice.

Discourse, pedagogy and the National Curriculum: change and continuity in Primary schools

1996 ◽  
Vol 11 (1) ◽  
pp. 81-120 ◽  
Author(s):  
Robin Alexander ◽  
John Willcocks ◽  
Nick Nelson
Keyword(s):  
Primary Schools ◽  
Curriculum Change ◽  
National Curriculum

scholarly journals Computing in the classroom: Tales from the chalkface

2018 ◽  
Vol 60 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Sue Sentance ◽  
Jane Waite
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Digital Literacy ◽  
Curriculum Change ◽  
National Curriculum ◽  
External Influences ◽  
New Curriculum ◽  
Science Information

AbstractComputing, a broad discipline including computer science, information technology and digital literacy, was introduced as a mandatory national curriculum subject in England in 2014. This meant the introduction of both computer programing and more academic computer science into the curriculum. Such a significant curriculum change involves a period of transition, lasting several years. Here we consider what we have learned about the implementation of the new curriculum, the external influences that have come to bear on teachers’ and pupils’ experiences, and the challenges that are faced.

scholarly journals Now and then: Revisiting early childhood teachers’ reactions to curriculum change

2016 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Mary G. Clasquin-Johnson
Keyword(s):  
Curriculum Change ◽  
Phase 1 ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Initial Study ◽  
Study Phase ◽  
Phase 2 ◽  
Policy Statements ◽  
Professional Isolation ◽  
Two Phases

This article reports on the findings of a study consisting of two phases. Both phases aimed at investigating how professional development, physical resources and instructional support influenced teachers’ responses to curriculum change. Despite more than 90% of Grade R teachers being under-qualified, they have had to implement two radically different curricula over the past decade. The initial study (‘Phase 1’), conducted in 2007–2010, investigated teachers’ responses to the National Curriculum Statement. The 2015 follow-up study (‘Phase 2’) focused on the same teachers, but the focus fell on the Curriculum and Assessment Policy Statements. The latter occurred in a drastically different context because of the improved monitoring and support systems. A qualitative case study design was employed within an interpretive paradigm. The findings of Phase 1 suggested that the teachers ignored, resisted, adopted and adapted curriculum change. Their highly individualised responses could be attributed to their professional isolation. In contrast, the findings of Phase 2 reveal policy fidelity because of their enhanced capacity to adopt curriculum change. Notably, curriculum implementation is presently occurring within a community of practice. This has the potential to be a catalyst for effecting curriculum change.

scholarly journals CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD

2021 ◽  
Vol 37 (01) ◽  
pp. 55-70
Author(s):  
Muqaddas Butt ◽  
Shumaila Mahmood ◽  
Tanzeela Urooj
Keyword(s):  
Secondary School ◽  
Curriculum Change ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Implementation Process ◽  
English Teachers ◽  
Recent Change ◽  
Lessons Learned ◽  
English Curriculum ◽  
Method Approach

For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.

scholarly journals PERBANDINGAN KURIKULUM PENDIDIKAN DASAR DAN MENENGAH DI INDONESIA DITINJAU DARI SEGI DESAIN, METODOLOGIS, DAN EVALUASI, 1968–2006

2018 ◽  
Vol 12 (2) ◽  
pp. 121
Author(s):  
Karnadi Karnadi
Keyword(s):  
Secondary School ◽  
Curriculum Design ◽  
Curriculum Change ◽  
Methodological Approach ◽  
National Curriculum ◽  
Instructional Process ◽  
Descriptive Research ◽  
Library Research ◽  
Qualitative Descriptive ◽  
Primary And Secondary School

This qualitative descriptive research was trying to find the basic differences of national curriculum of primary and secondary school in Indonesia since 1968 until 2006. It was a library research, and conducted on September 2007 in Jakarta. The observed differences were curriculum design, methodological approach, and evaluation. One of factors of curriculum change was the differences of angle to see the education itself. The differences of curriculum design and methodological approach were structure of contents and the ways to implement the instructional in classes. Meanwhile, the differences of evaluation were the existence of instrument of evaluation and the way to evaluate the student’s instructional process and results.

scholarly journals Competence for Students’ Future: Curriculum Change and Policy Redesign in China

2019 ◽  
Vol 2 (2) ◽  
pp. 234-245 ◽  
Author(s):  
Tao Wang
Keyword(s):  
High School ◽  
Curriculum Change ◽  
Curriculum Implementation ◽  
Core Competencies ◽  
National Curriculum ◽  
School Curriculum ◽  
Policy And Practice ◽  
High Stakes ◽  
High School Curriculum ◽  
International Trends

Purpose: This article aims to provide a policy review of the new national curriculum program and standards for high school education announced in January 2018 and analyze the key features of curriculum change in China. Design/Approach/Methods: Applying textual analysis, this article interprets the significant changes in the national curriculum program and standards and further discusses these changes based on literature and research on curriculum. Findings: Corresponding to the international trends on core competencies, China takes a further step and designs subject core competencies to narrow the gap between theories, policy, and practice. The new national curriculum highlights the coherent design in curriculum, textbooks, teaching, and assessment. Yet there are still puzzles and challenges in high stakes examination, diverse contexts, and curriculum implementation. Originality/Value: This article might facilitate the understanding of the current high school curriculum in China, especially on its features, changes, contexts, and history.

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