scholarly journals En läroplansanalys om samstämmighet inom Lgr11

2021 ◽  
pp. 102-129
Author(s):  
Lina Spjut
Keyword(s):  
School Curriculum ◽  
Curriculum Theory ◽  
Learning Goals ◽  
Compulsory School ◽  
National Minorities ◽  
Teaching Content ◽  
Research Questions ◽  
Similarities And Differences

This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies. Learning goals in curriculum and syllabus content are, for instance, not aligned, and differences exist within the syllabus between aim (syfte), central content (centralt innehåll) and the lower set measurable demands (kunskapskrav). This is problematic since earlier research demonstrated that measurable demands have out-conquered teaching content. These challenges for teacher’s interpretation of curricula and syllabus can affect the teaching content.

scholarly journals HISTORY AND MAIN COMPONENTS OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH (CLIL)

2019 ◽  
pp. 152-160
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Educational Program ◽  
School Curriculum ◽  
Teaching Approach ◽  
Secondary School Education ◽  
Teaching Content ◽  
Cognition And Culture ◽  
Class Room ◽  
Main Components

The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in socio-oriented tasks using a foreign language. To be more specific, they may participate in joint projects with their peers from other countries or hold videoconferences. Variability and choice of teaching approach lies within the needs of the secondary school. If a school curriculum is designed inconsistency with CLIL, it is noteworthy to mention that teaching a foreign language as a separate subject gradually ceases being in the timetable,and CLIL becomes a part of school’s educational program. Organizing special educational programs contributes to the formation of learners.

scholarly journals Computational Thinking and Educational Technology: A Scoping Review of the Literature

2022 ◽  
Vol 12 (1) ◽  
pp. 39
Author(s):  
Jesús Acevedo-Borrega ◽  
Jesús Valverde-Berrocoso ◽  
María del Carmen Garrido-Arroyo
Keyword(s):  
Collective Intelligence ◽  
Computational Thinking ◽  
School Curriculum ◽  
Exclusion Criteria ◽  
Final Sample ◽  
Literature Reviews ◽  
The Face ◽  
Ct Evaluation ◽  
Research Questions ◽  
Present Systematic Review

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.

scholarly journals Understanding the School Curriculum: Theory, Politics and Principles

2021 ◽  
Vol 19 (1) ◽  
pp. 129-136
Author(s):  
Daeyoung Goh
Keyword(s):  
Educational Practice ◽  
School Curriculum ◽  
Curriculum Theory ◽  
Instrumental Rationality ◽  
Economic Interests ◽  
Creative Becoming ◽  
Changing World

Alex Moore’s (2015) Understanding the School Curriculum: Theory, Politics and Principles explores how the school curriculum works through its becoming as it navigates reproductive paranoia and (r)evolutionary schizophrenia. Moore suggests that the school curriculum inevitably intersects with political and socio-economic interests as well as the globalization movement. In this light, the book stimulates the reader to ponder questions such as, “Who decides what kind of knowledge we should have in this wider, ever-changing world?” and “How have issues around knowledge developed with the school curriculum?” and “What sort of future could educators imagine for alternative knowledge, educational practice and society?” Such questions haunt the book, while promoting the educator and the learner to risk weaving a creative becoming and thereby moving the realm of knowledge from the boundary of instrumental rationality to the horizon of dynamics of humanity.

scholarly journals On the Enlightenment of Humanistic Curriculum Theory to the Reform of Ideological and Political Theory Course in Colleges and Universities

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jing Chen
Keyword(s):  
Political Theory ◽  
Teaching Methods ◽  
Curriculum Theory ◽  
Colleges And Universities ◽  
Teaching Evaluation ◽  
Point Of View ◽  
Basic Point ◽  
The Enlightenment ◽  
Teaching Content ◽  
Humanistic Curriculum

Humanistic curriculum theory has important guiding significance for the reform of Ideological and political theory course in Colleges and universities. This paper expounds the basic point of view of the humanistic curriculum theory, analyzes the problems existing in the teaching content, teaching methods and teaching evaluation of the ideological and political theory course in Colleges and universities at this stage, and puts forward some suggestions on the reform of the ideological and political course in Colleges and Universities under the guidance of the humanistic curriculum theory.

The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School

2021 ◽  
Vol 17 (1) ◽  
pp. 91
Author(s):  
Laili Etika Rahmawati ◽  
Putri Octaviani ◽  
Hari Kusmanto ◽  
Yakub Nasucha ◽  
Miftakhul Huda
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
First Grade ◽  
School Curriculum ◽  
Senior High School ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Materials ◽  
National Education ◽  
Bahasa Indonesia

It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs.   Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.

The role of style in the ethnolect: Style-shifting in the use of ethnolectal features in first- and second-generation speakers

2020 ◽  
Vol 24 (4) ◽  
pp. 861-880 ◽  
Author(s):  
Ksenia Gnevsheva
Keyword(s):  
Design Methodology ◽  
First Generation ◽  
Second Generation ◽  
The Other ◽  
Research Questions ◽  
Similarities And Differences ◽  
Style Shifting ◽  
Australian English ◽  
First And Second Generation

Aims and Objectives/Purpose/Research Questions: The paper aimed to investigate style-shifting in the use of ethnolectal features in first- and second- generation bilingual migrants. Design/Methodology/Approach: Three groups of speakers (first- and second-generation Russian–English bilinguals as well as monolingual Anglo Australians) were audio-recorded in three different styles (conversation, interview, and reading). Data and Analysis: Their production of the goose and trap vowels across the styles was analyzed quantitatively. Findings/Conclusions: Overall differences were found between the groups such that first- and second-generation speakers produced more Russian-like vowels compared to the monolinguals; with the biggest differences between the first-generation speakers and the other two groups. In terms of style-shifting, no significant differences were found in the monolingual speakers, and both first- and second-generation speakers were found to produce most Australian English-like vowels in the conversation style. At the same time, certain differences between the two bilingual groups surfaced, such as no significant differences in the first-generation speakers’ production of the goose vowel and in the vowels’ linguistic conditioning. Originality: Previous studies have compared ethnolects in the first- and second-generations of migrants and mainstream varieties in order to theorize ethnolect formation. Several studies have also investigated intraspeaker style-shifting between more ‘mainstream’ and more ‘ethnic’ in ethnolect speakers, but such style-shifting is rarely compared across generations. Significance/Implications: The similarities and differences between the two bilingual groups suggest that ethnolectal features may be originally derived from the community language but may be reallocated to other sociolinguistic meanings in the second generation.

State Guidelines Promoting Teaching for Understanding and Thinking in Elementary Schools: A 50-State Survey

1989 ◽  
Vol 11 (4) ◽  
pp. 417-429 ◽  
Author(s):  
Donald J. Freeman
Keyword(s):  
Elementary Schools ◽  
State Level ◽  
School Curriculum ◽  
Teaching For Understanding ◽  
Policy Initiatives ◽  
Departments Of Education ◽  
Similarities And Differences ◽  
Curriculum Specialists ◽  
Curriculum Reforms ◽  
Goals And Objectives

This survey assessed state policymakers’ efforts to promote teaching for understanding and thinking in elementary schools. Data were provided by two rounds of interviews of curriculum specialists in state departments of education nationwide and a review of curriculum-related documents cited during the interviews. Results indicate that state guidelines promoting teaching for understanding and thinking are typically communicated through inservice programs, goals and objectives statements, and/or guidelines for local curriculum planners. These initiatives rarely include statewide tests. The report summarizes similarities and differences in policy initiatives across all 50 states, with closer attention to seven states that are especially active in promoting curriculum reforms (e.g., California). The report also discusses implications for state-level policymakers and others who are eager to reshape the elementary school curriculum.

scholarly journals Nationalism and Hungarian Education Policy: Are the Literary Works of Cécile Tormay, József Nyirő, and Albert Wass Appropriate for the Hungarian School Curriculum?

2015 ◽  
Vol 7 ◽  
pp. 303-319
Author(s):  
Ágnes Huszár
Keyword(s):  
Education Policy ◽  
Role Models ◽  
Literary Work ◽  
School Curriculum ◽  
Literary Canon ◽  
National Socialist ◽  
Compulsory School ◽  
Literary Works ◽  
Literary Style ◽  
Literary Education

Recently there have been attempts in Hungary to rehabilitate authors with nationalist, anti-Semitic, and national socialist views and integrate them into Hungarian literary canon, including the suggestion that the works of Cécile Tormay, József Nyirő, and Albert Wass become compulsory school literature. Since one of the most important goals of Hungarian literary education is to reinforce a sense of Hungarian nationalism, the focus is primarily on the authors rather than their literary works and they tend to be presented as role models to students. This paper aims to show that, given that the three authors mentioned above have publicly participated in anti-Semitic and pro-Nazi activities, it would be unethical to place them in a position where they may be lauded as role models for children. It is also argued that only a small part of the literary work of these three authors can be considered aesthetically valuable while all of them had written works containing anti-Semitic and faux-historical elements. Both the authors’ choice of topic and their literary style makes them unsuitable as compulsory school literature for children.

Conclusions

2018 ◽  
Author(s):  
Paul Alonso
Keyword(s):  
Final Analysis ◽  
Political Satire ◽  
Global Trend ◽  
Media Spectacle ◽  
The Media ◽  
Research Questions ◽  
Similarities And Differences ◽  
Cultural Tensions

Chapter 7 details the conclusions of the book. Summarizing the analysis of the cases in light of the research questions, it contrasts and compares among the cases in order to illuminate similarities and differences. The final analysis also highlights the local implications of the global trend toward infotainment and spectacle, locating satire at a privileged intersection between transgression and media norms. Using the notion of “critical metatainment”—a postmodern, carnivalesque result of and a transgressive, self-referential reaction to the process of tabloidization and the cult of celebrity in the media spectacle era—this book argues that the global trend toward political satire television should be understood as a space of “negotiated dissent,” where sociopolitical and cultural tensions are played out.

Integration of New and Old Minorities: Beyond a Janus-Faced Perspective

2017 ◽  
Vol 14 (1) ◽  
pp. 1-36
Author(s):  
Roberta Medda-Windischer
Keyword(s):  
Minority Groups ◽  
Final Part ◽  
Political Agenda ◽  
International Mobility ◽  
National Minorities ◽  
Scope Of Application ◽  
Similarities And Differences ◽  
And Migration ◽  
International Instruments ◽  
Minority Integration

Diversity and integration issues are undoubtedly amongst the most salient ones on today’s political agenda. Most European states have been searching for models and policies to accommodate diversity claims and integrate not only old minority groups, but increasingly also new minority groups stemming from international mobility flows. This article addresses these issues by bridging two fields of research: minorities and migration. Studying the interaction between ‘old’ and ‘new’ minority groups is not an obvious task since, so far, these topics have been studied in isolation from one other. The article investigates the alleged dichotomy between old and new minorities, their similarities and differences, especially in terms of rights and claims, and the potential extension of the scope of application of international instruments for the protection of minorities, such as the Framework Convention for the Protection on National Minorities (FCNM), as to include new minorities too. In the final part, the article analyses the states’ responses to diversity with the aim to develop a common model for minority integration encompassing old and new minority groups.

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