scholarly journals Implementing a Standards-Based English Curriculum: The Case of Public Secondary Schools in Medellin

Folios ◽  
2019 ◽  
pp. 139-155
Author(s):  
Paula Andrea Echeverri Sucerquia ◽  
Ana María Sierra Piedrahíta
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Curriculum Design ◽  
Collaborative Work ◽  
English Teachers ◽  
School Curriculum ◽  
Secondary English ◽  
English Curriculum ◽  
Curriculum Guidelines

This case study explored Medellín’s secondary English teachers’ perspectives, practices, and experiences related to English curriculum design and implementation in public schools. Data were collected using a survey sent to all secondary schools’ English teachers, analysis of school curriculum documents, and focus group interviews at five purposefully selected schools. Data indicate that there is a gap between the teachers’ preconceived notions of curriculum as holistic and integrative, and the notion of curriculum implied in the curriculum development process they implement (a more technical one). This gap is also evident in the schools’ general curriculum documents (that state the institution’s educational, holistic goals), and the English syllabus, (that tend to focus on language structures or communicative functions). Data also revealed the many challenges teachers face when designing and implementing the curriculum, including lack of preparation on curriculum development, collaborative work among teachers, and time to develop the contents. In conclusion, English teachers in public secondary schools need more significant and sustainable support in the analysis of contexts, as well as in the adaptation of curriculum guidelines.

scholarly journals Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi Public School

2021 ◽  
pp. 1-28
Author(s):  
Ashwag A. Al-kasi
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Learning Process ◽  
Curriculum Design ◽  
Exploratory Study ◽  
Design Method ◽  
English Teachers ◽  
English Curriculum ◽  
Curriculum Design And Development ◽  
Efficient Learning

Involving English teachers in designing and developing curriculum leads to producing effective curriculum, therefore, efficient learning process of English. This exploratory study evaluated the English teachers’ involvement in designing curriculum in Saudi public schools. Also, it investigates how English teachers’ absence of the process of curriculum design impacts them and their learners. Then the study suggests the collaborative curriculum design method as an alternative. The sample consists of seven teachers and two supervisors. The data were collected and analyzed through qualitative research methods. The findings show that English teachers’ participation is restricted to evaluating the curriculum after implementing it. This narrow role limits the creativity and productivity of English teachers and their students

scholarly journals Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi Public School

2021 ◽  
Author(s):  
Ashwag A. Al-kasi
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Learning Process ◽  
Curriculum Design ◽  
Exploratory Study ◽  
Design Method ◽  
English Teachers ◽  
English Curriculum ◽  
Curriculum Design And Development ◽  
Efficient Learning

Involving English teachers in designing and developing curriculum leads to producing effective curriculum, therefore, efficient learning process of English. This exploratory study evaluated the English teachers’ involvement in designing curriculum in Saudi public schools. Also, it investigates how English teachers’ absence of the process of curriculum design impacts them and their learners. Then the study suggests the collaborative curriculum design method as an alternative. The sample consists of seven teachers and two supervisors. The data were collected and analyzed through qualitative research methods. The findings show that English teachers’ participation is restricted to evaluating the curriculum after implementing it. This narrow role limits the creativity and productivity of English teachers and their students.

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

scholarly journals A comprehensive overview on the fundamentals of curriculum development: understanding key interrelated theoretical aspects

2019 ◽  
Vol 8 (11) ◽  
pp. 148-168
Author(s):  
Diego Ortega-Auquilla ◽  
Irma Fajardo-Pacheco ◽  
Johanna Cabrera-Vintimilla ◽  
Paul Siguenza-Garzón
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
School Administrators ◽  
School Curriculum ◽  
Daily Basis ◽  
Assessment Practices ◽  
Comprehensive Overview ◽  
The Social ◽  
Curriculum Making ◽  
Future Work

Learning about curriculum in general and the essentials of curriculum development may facilitate teachers and future curriculum workers make informed decisions and take part in the field of school curriculum more meaningfully. Thus it is paramount to examine the educational philosophies; the social and educational forces that impact the curriculum; models, process and the major stages of curriculum development; and its levels of control. Through analyzing and better understanding the aforementioned topics readers will be likely to have a more complete picture of what curriculum development entails. Therefore, this paper may be regarded as a contribution for (novice) educators’ future work in the field of curriculum design, as well as it may be seen as an informative piece of work for those who are interested in taking leadership in this field by becoming curriculum specialistis. In the end, the information of this paper makes us reflect on the notion that curriculum making is not confined to school administrators and specialists only, but especially to teachers who are involved in curricular activities on daily basis, such as planning lessons, selecting materials for classroom use, utilizing a variety of teaching methodologies, and creating assessment practices.

Retrieving the forgotten influence of Herbart on subject English

2016 ◽  
Vol 15 (1) ◽  
pp. 40-54
Author(s):  
Don Carter
Keyword(s):  
Curriculum Design ◽  
New South ◽  
Secondary English ◽  
Content Type ◽  
English Curriculum ◽  
School Based ◽  
South Wales ◽  
Specific Analysis ◽  
New Education ◽  
Practical Implications

Purpose The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course. Design/methodology/approach Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course. Findings The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course. Research limitations/implications This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum. Practical implications The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas. Social implications Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum. Originality/value This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

scholarly journals Secondary English Language Teacher Capacity: Insights From Bangladesh

2018 ◽  
Vol 6 (4) ◽  
pp. 163
Author(s):  
Shakila Nur
Keyword(s):  
English Language ◽  
English Education ◽  
English Teachers ◽  
School Curriculum ◽  
Limited Attention ◽  
English Teacher ◽  
Structured Interviews ◽  
Teacher Capacity ◽  
Policy And Practice ◽  
Secondary English

Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.

scholarly journals Risky Choices

Teachers Work ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 36-51
Author(s):  
Claudia Rozas Gómez
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
English Teachers ◽  
Interview Data ◽  
Secondary English ◽  
Achievement Data ◽  
Risky Choices ◽  
Region I ◽  
Policy Enactment ◽  
Auckland Region

Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault’s notion of governmentality and considers how a context of simultaneously increased autonomy and surveillance may shape curriculum and assessment choices. To explore these ideas, I use interview data from ten secondary English teachers in the wider Auckland region. I complement Foucault’s (1982) explanation of governmentality with Ball, Maguire, and Braun’s (2012) notion of policy enactment to explore spaces of both compliance and resistance.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN THE IMPLEMENTATION OF QUALITY ASSURANCE STANDARDS IN PUBLIC SECONDARY SCHOOLS IN EDO AND DELTA STATES

2015 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Umemetu Momoh ◽  
Nkechi Obiweluozor
Keyword(s):  
Quality Assurance ◽  
Public Schools ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Female Principals ◽  
The Public ◽  
Administrative Effectiveness ◽  
And Gender ◽  
Quality Assurance Standards

This study examined principals’ administrative effectiveness in the implementation of quality assurance standards in public secondary schools in Edo and Delta States. To guide the study, three hypotheses were raised. The study adopted the descriptive research design. The population of the study comprised all the principals and teachers in the public secondary schools in Edo and Delta States, Nigeria. Simple random sampling technique was used to select 240 principals and 720 teachers from the schools. Data was collected using ‘Administrative Effectiveness and Implementation of Quality Assurance Standards Questionnaire (AEIQASQ)’ to find out principals’ level of administrative effectiveness in the implementation of quality assurance standards using the Normative mean of 62.5 which was established from the instrument as the benchmark for effectiveness. The findings revealed that principals’ administrative effectiveness was high in the public secondary schools in Edo and Delta States. There was also a significant relationship between administrative effectiveness and implementation of quality assurance standards in the States based on principals’ gender and experience. It was therefore recommended that since principals in public schools are effective, Government should provide them with adequate funds and all necessary support to ensure that quality assurance standards are fully implemented in the schools. Also, experience and gender should be considered in appointing principals among other criteria as experienced female principals were found to be more effective.

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