Curriculum Practices

2021 ◽  
pp. 480-536
Author(s):  
Jane Piirto
Keyword(s):  
Curriculum Practices

scholarly journals A HIDDEN CURRICULUM PRACTICES

2020 ◽  
Vol 6 (1) ◽  
pp. 55-72
Author(s):  
Atik Kurniawati
Keyword(s):  
Hidden Curriculum ◽  
Board Of Trustees ◽  
Qualitative Approach ◽  
School Teachers ◽  
Formal Curriculum ◽  
Role Of The State ◽  
Depth Interviews ◽  
Curriculum Practices

This paper departs from the issue of the hidden curriculum that occurred during the last 10 years. Hidden curriculum is the practice of school education that contributes to education. Previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.While in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought Henry Giroux. This research is a case study with a qualitative approach. This research was conducted in 2019 by conducting in-depth interviews, observation and documents. The findings in this study (1) there is a contestation of values ​​due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) The practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement.

Digital Media in the Classroom

2015 ◽  
pp. 287-305
Author(s):  
Kathy Sanford ◽  
Liz Merkel ◽  
Tim Hopper
Keyword(s):  
Digital Media ◽  
Common Factor ◽  
School Based ◽  
Emergent Learning ◽  
School Teaching ◽  
The Common ◽  
Grade 3 ◽  
Global Systems ◽  
Curriculum Practices ◽  
The Way

The purpose of this chapter is to highlight the engagement, social connectivity, and motivation to learn observed in two classes of students, one a grade 9/10 information technology class, the other a grade 3 class of learners classified with learning disabilities. The common factor in the two classes was the way the teachers were rethinking literacy for the 21st century learning by simultaneously engaging students in an event of creating computer programing to address a competition task whilst also addressing curriculum demands. The chapter explores the way the teachers were learning to develop the conditions for emergent learning systems in their classrooms as the first steps to reform the current education system. Drawing on complexity theory, the authors suggest that these students are offering two microcosmic examples of where global systems are heading. The goal of the chapter is to help shift school teaching from its present disconnect between the real world outside students' classrooms and the contrived, dated world of typical school-based curriculum practices.

Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices

2002 ◽  
Vol 5 (2) ◽  
pp. 67-78
Author(s):  
Mark Evans
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Pedagogical Practices ◽  
Critical Examination ◽  
Small Scale ◽  
School Teachers ◽  
School Based ◽  
Education And Employment ◽  
Curriculum Practices

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.

scholarly journals Challenges for Peacebuilding and Citizenship Learning in Colombia

2019 ◽  
Vol 11 (23) ◽  
pp. 169-186
Author(s):  
Ángela María Guerra-Sua
Keyword(s):  
Social Sciences ◽  
Literature Review ◽  
Social Studies ◽  
Democratic Citizenship ◽  
Problem Posing ◽  
Social Studies Curriculum ◽  
Peace And Conflict ◽  
Curriculum Decisions ◽  
Citizenship Learning ◽  
Curriculum Practices

Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dissenting perspectives. Other practices may help address conflict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exacerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may develop critical citizenship capacities to handle conflicts.

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