Pedagogical approaches specified in curriculum frameworks

2021 ◽  
Keyword(s):  
Curriculum Frameworks ◽  
Pedagogical Approaches

The Consistency Dilemma

2021 ◽  
pp. 215-233
Author(s):  
Damian Paul Rentoule
Keyword(s):  
Curriculum Design ◽  
Dual Language ◽  
International Baccalaureate ◽  
Teacher Autonomy ◽  
Pedagogical Practices ◽  
Collaborative Practices ◽  
Collaborative Environment ◽  
Curriculum Frameworks ◽  
Diploma Program ◽  
Pedagogical Approaches

The International Baccalaureate (IB) offers curriculum frameworks within which schools and teachers experience a degree of creative freedom in the planning and delivery of the programs. This results in a potential consistency dilemma when an IB school is required to foster creative professionalism through collaborative practices, yet needs to ensure consistency of both content and pedagogical approaches. A collaborative environment requires a clearly defined balance between teacher autonomy and school direction in order to align pedagogical practices with curriculum intent. Teachers moving from a Japanese Article 1 school where limited autonomy is required may experience challenges when adjusting to requirements for a greater role in curriculum design in an IB Dual Language Diploma Program. Collaborative practices may not result in the necessary shifts in pedagogical practices if teachers are not adequately prepared for a school culture focused on creative professionalism.

Making Sense of Religion and Food

2017 ◽  
Vol 46 (2) ◽  
pp. 18-24 ◽  
Author(s):  
Emily Bailey
Keyword(s):  
Graduate Students ◽  
Social Structure ◽  
Biological Information ◽  
Approaches To Teaching ◽  
Cultural System ◽  
Gender And Race ◽  
Religious Traditions ◽  
Making Sense ◽  
Mary Douglas ◽  
Pedagogical Approaches

When looking at eating beyond physical nourishment, British anthropologist Mary Douglas (1921-2007) defined food as a cultural system, or code that communicates not only biological information, but social structure and meaning. What can a study of food and faith teach us, as scholars of religion, that we might not otherwise know? This article outlines thematic and pedagogical approaches to teaching food and religion through the lens of five semesters of teaching this course to undergraduate and graduate students. In it, I explore the topics of Food memory and community; Food and scripture; Food, gender and race; and Stewardship and Charity, thinking about spiritual and physical nourishment in the world's major religious traditions.

Critical Review of K-12 Filipina/o American Curriculum

2009 ◽  
Vol 7 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Patricia Halagao ◽  
Allyson Tintiangco-Cubales ◽  
Joan Cordova
Keyword(s):  
Literature Review ◽  
Critical Pedagogy ◽  
Historical Development ◽  
Research Study ◽  
Application Development ◽  
Theoretical Frameworks ◽  
Curricular Content ◽  
K 12 ◽  
Pedagogical Approaches ◽  
Critical Literature

This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

A Sea of Whiteness: Teaching Sexuality through a New Sociology at a U.S. American University

2021 ◽  
pp. 0092055X2110224
Author(s):  
Salvador Vidal-Ortiz
Keyword(s):  
Social Location ◽  
Structural Level ◽  
American University ◽  
Knowing That ◽  
Personal Experiences ◽  
Pedagogical Approaches

This article connects sociological analyses of race to sexuality to rethink the teaching of the sociology of sexualities. Through the use of the image of the sea, I locate whiteness as a root for the challenges in current pedagogical approaches at my institution, knowing that it is merely an example of multiple others facing similar problems at the structural level. Using autoethnography as a method to illustrate personal experiences in the classroom and the institution, I engage in two interrelated topics that structure this article. First, I explore how teaching sexualities studies from a sociological angle requires teaching about power. In the second part, I delve into how a neoliberal engagement with individualism and students’ singular social location influence the potential in students’ learning. The discussion and concluding parts propose thinking through some of the previous teaching on the sociology of sexualities to create it anew.

Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

2021 ◽  
pp. 146394912098765
Author(s):  
Helen Little ◽  
Matthew Stapleton
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Outdoor Environment ◽  
Early Childhood Curriculum ◽  
Social And Emotional Development ◽  
Self Identity ◽  
Social And Emotional ◽  
Curriculum Frameworks ◽  
Risky Play ◽  
Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

scholarly journals Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development

2019 ◽  
Vol 11 (3) ◽  
pp. 719 ◽  
Author(s):  
Martín Bascopé ◽  
Paolo Perasso ◽  
Kristina Reiss
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Local Context ◽  
Expert Committee ◽  
Teacher Professional ◽  
Pedagogical Approaches

During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.

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