scholarly journals IB Teacher’s Professionality in China and School Curriculum Reform: The Research on the Various Academic Background Teachers’ Performances in IB Classroom

2021 ◽  
Vol 11 (12) ◽  
Author(s):  
KAN Wei
Keyword(s):  
Curriculum Reform ◽  
School Curriculum ◽  
Academic Background

‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms

2019 ◽  
Vol 36 (02) ◽  
pp. 155-171 ◽  
Author(s):  
Christine Carroll
Keyword(s):  
World War Ii ◽  
Music Education ◽  
Popular Music ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Secondary Classrooms ◽  
Western Art ◽  
1960S And 1970S ◽  
The 1960S ◽  
Senior Secondary

AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.

The Status of School Curriculum Reform

1996 ◽  
Vol 60 (3) ◽  
pp. 222-227
Author(s):  
Robert C. Morris
Keyword(s):  
Curriculum Reform ◽  
School Curriculum ◽  
The Status

scholarly journals The Impact of High School Program Reform on First-Year University Students’ Academic Performance. Case Study: Biology

2021 ◽  
Vol 8 (3) ◽  
pp. 23
Author(s):  
Mimoza Milo ◽  
Anila Paparisto ◽  
Flamur Bidaj ◽  
Fatmira Shehu
Keyword(s):  
High School ◽  
Academic Success ◽  
University Students ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Academic Preparation ◽  
First Year ◽  
First Year University ◽  
The Impact ◽  
Students Success

The student transition from high school to university is a complex process in which various factors operate. One of these factors is the degree of the students’ academic preparation in certain subjects. This article analyzes the impact of this factor on the students’ success in the first year of university studies, in the conditions when the subject program in high school has been reformed. This impact on the students’ success, which is expressed both in the degree of academic preparation and in the students’ attitude in the relevant subject, has been assessed employing statistical analysis. The analysis covers a period of 3 years (2017-2020), and is based on a sample of first year students of the Bachelor degree in Biology. The results of the questionnaire, conducted with first year university students, show the impact of their high school academic preparation on the success they have in the first year of university. This success is measured by assessing the change in average grade and their pass rates. Evidence of the impact of this factor in teaching has helped to know in detail these intermediate phases of this process. The built model makes it possible to analyze the impact of the high school curriculum reform on the students’ success, creating the opportunity for further improvements. Despite the fact that the object of the study is the Biology curriculum and the evaluation of the impact in academic success of students who graduated from high schools where a competence based curriculum was implemented, this methodology can be used for the study in other subjects, especially life sciences.

scholarly journals A Look into Literature Courses in Pre-Service Teacher Training

2021 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Abdu Alkadi ◽  
Taha Hezam
Keyword(s):  
Teacher Training ◽  
Curriculum Reform ◽  
Prospective Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Opinion Poll ◽  
Literature Teaching ◽  
Collegiate Level ◽  
New Perspective ◽  
Humanistic Curriculum

This paper explored the load of literature courses in the teacher-training program at the collegiate level in Yemen. It dwells on teacher candidates’ perceptions of the current status quo of literature teaching based on the learner-centered approach and humanistic curriculum. Data were elicited through an opinion poll from a sample of senior prospective teachers (n=112) who have undertaken courses in verse, fiction, and prose embedded in the program. Findings ensued from this analysis show that the participants had a wealth of difficulties that hamper achieving the objectives of embedding literature in the program, and most of such difficulties stem from teaching inadequacies in the given context. The study brings to the foreground some insightful ideas into curriculum reform. It generally informs the curriculum designers to readdress the existing program with an eye on the underestimated literature courses. It recommends that the overhaul of the existing syllabus should be fashioned to a new purpose, a new footing and a new perspective in line with the worldwide, extemporized changes in terms of curriculum development. A balanced approach to literature instruction to link the school curriculum with what is taught at the tertiary level would be a stepping-point to an improved literature teaching scenario.

Voting Cycles in Business Curriculum Reform, a Note

1997 ◽  
Vol 41 (1) ◽  
pp. 83-88 ◽  
Author(s):  
John H. Beck
Keyword(s):  
Curriculum Reform ◽  
Business School ◽  
School Curriculum ◽  
Business Curriculum ◽  
Service Requirement ◽  
Individual Preferences ◽  
Theoretical Analyses

The theoretical potential for voting cycles is well known, but the empirical frequency of its occurrence is still a topic for research. This paper presents a case study of the occurrence of voting cycles in business school curriculum reform. Three separate decisions are analyzed: (1) addition of a service requirement, (2) additions to the business core, and (3) changes in the nature of majors/“concentrations.” A voting cycle was found in (2) but not (1) or (3). This result is consistent with theoretical analyses finding that cycles are more likely when there are more alternatives to be considered and when there is less similarity in individual preferences.

scholarly journals Decolonial Reflections on the Zimbabwean Primary and Secondary School Curriculum Reform Journey

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
John Bhurekeni
Keyword(s):  
Secondary School ◽  
Curriculum Reform ◽  
Political Institutions ◽  
Education System ◽  
School Curriculum ◽  
School Level ◽  
Secondary School Curriculum ◽  
Education And Society ◽  
Primary And Secondary School ◽  
Primary School Level

The Zimbabwean curriculum reform journey is shaped by the weight of cultural technologies of domination employed in the country during British imperial rule (1890-1980). Moreover, these imperial forms of domination that, paradoxically, continue to exist today influence the sociocultural and political institutions in the country and delineate what is epistemologically feasible. In addition, the inherited education curricula, specifically at primary school level (the focus of this study) were theoretically and pedagogically disengaged from the lifeworlds of the learners they intended to educate. In this conceptual article, I challenge this colonially inherited education and the paradox of superficial interpretation of unhu/ubuntu (ironically, a doxa in the postcolonial Zimbabwean education system). Further, I suggest considering epistemic depth in pedagogy as an experience that transforms education and society.

scholarly journals Arctic Pedagogy

Lateral ◽  
2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Susan Hegeman
Keyword(s):  
Social Studies ◽  
Indigenous People ◽  
Curriculum Reform ◽  
National Level ◽  
The United States ◽  
School Curriculum ◽  
Culture War ◽  
Formal Schooling ◽  
Conservative Politics ◽  
American Children

This paper is about the place of Indigenous people in an early instance of a culture war in the United States: the conflict in the 1970s over an innovative middle-grades social studies curriculum called “Man: A Course of Study” (MACOS). Funded by the National Science Foundation, MACOS sought to revamp social studies education by addressing big questions about humans as a species and as social animals. It quickly came under fire from conservatives and helped to solidify the concept of “secular humanism” as a social threat. A broad conservative organizing effort, whose effects can still be felt today, eventually ended not only MACOS, but the very viability of school curriculum reform projects on the national level. Though this story is familiar to historians of American education, this paper argues for its centrality to the development of contemporary conservative politics and the early history of the culture wars. It also takes up the largely unaddressed issue of how Indigenous people figured in the MACOS curriculum and in the ensuing controversy. Focusing on the ethnographic film series featuring Netsilik Inuit that was at the heart of the MACOS curriculum, this paper addresses the largely unacknowledged legacy of Indigenous pedagogy, to argue that the culture war that led to the demise of the MACOS project also represented a lost opportunity for Indigenous knowledge and teaching to be incorporated into the formal schooling of American children.

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