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2019 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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1. Turner, Rachel. and Hinojosa, Jr., Eliel. "The Joy of Making: Transitioning Methods Students from Curriculum Implementer to Curriculum Maker" Paper presented at the annual meeting of the Association of Teacher Educators, Sheraton Atlanta Hotel, Atlanta, Georgia, Feb 16, 2019 Online <PDF>. 2019-12-09 <http://citation.allacademic.com/meta/p1428014_index.html>
Publication Type: Research Reports
Review Method: Peer Reviewed
Abstract: This session highlights the benefits of curriculum making with pre-service teachers. Curriculum makers utilize personal practical knowledge to create, adapt and modify content based on the needs of their students.

2010 - UCEA Annual Convention Pages: unavailable || Words: 3865 words || 
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2. Lokey-Vega, Anissa. "Expanding Curriculum Alignment Methods: Introducing the Goal-Curriculum Alignment Measures Model" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <APPLICATION/PDF>. 2019-12-09 <http://citation.allacademic.com/meta/p435311_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society is a debate fervently argued when the founding fathers wanted to build a republic based on meritocracy. When approaching K-12 institutional-level curriculum-making from an instructional design perspective, ADDIE suggests that following an analysis of the relevant context and targeted learners, a clear goal for schooling should directly inform and align the content of the curriculum. Since instructional design models were not used in development of the Georgia K-12 curriculum, this relationship between the goals of schooling and the curriculum in Georgia cannot be assumed. The problem this dissertation study addresses is the undefined relationship between the goals of schooling relevant to Georgia and the Georgia Performance Standards (GPS) which is a critical piece to creating a complete systemic view of public schooling in Georgia. The purpose of this study is to investigate the alignment between the GPS and schooling goals. The guiding question and sub-questions are: How well are the GPS, or the intended curriculum of Georgia schools, and each of the various stated goals of schooling aligned? How relevant are the eighth-grade GPS to the latent themes of each of the stated goals of schooling? How balanced are the latent themes of each of the stated goals of schooling in the eighth-grade GPS?
Since a fitting model for evaluation of the relationship between a goal of schooling and a curriculum model does not exist prior to this study, the author developed a new model of curriculum alignment evaluation. Through a historical investigation of the literature and a policy investigation, the author establishes the currently relevant goals of schooling which serve as the latent themes for which the method seeks to find evidence within the Georgia Performance Standards. The study then employs a quantitative content analysis of a significant section of the Georgia Performance Standards (GPS) looking for themes associated with goals of schooling as indicated by this study’s literature review. The manifest themes, developed from the latent goals of schooling, are incorporated as the dependent variables in the study, while the GPS serve as the independent variable. Neuendorf’s (2001) framework for content analysis is used to develop a new method for investigating the goal-curriculum alignment relationship through new measures of Curricular Balance, Curricular Relevance, and Manifest Theme Presence. This study presents a new visual model to compare a curriculum’s alignment to multiple goals of schooling called the Goal-Curriculum Alignment Measures (G-CAM) model. This study finds that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice. Evidence for these conclusions are discussed and related to the current socio-political literature. Potential applications for the method will be discussed.

2010 - ISME World Conference and Commission Seminars Words: 298 words || 
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3. Wang, Yao Hua. "The Curriculum Model for the Undergraduate Music Teacher Education Program in China: Reflections on the Curriculum Rationale and Guidelines" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 <Not Available>. 2019-12-09 <http://citation.allacademic.com/meta/p403471_index.html>
Publication Type: Spoken Paper
Review Method: Peer Reviewed
Abstract: The purpose of this paper is to examine the rationale and guidelines of the undergraduate music teacher education program in China. From educational and musical analyses of the curriculum guidelines, two major themes emerged: preparing competent music educators through an interdisciplinary-collaborative approach, and identifying the importance of the required courses for pre-service music teachers in three content areas, musicality, pedagogy, and critical thinking. Through the interdisciplinary-collaborative approach, the curriculum model provides a knowledge-based framework in which five sub-disciplines in music, aesthetics, performance practice, creativity (composition and interpretation in performing and listening), culture, and education are equally emphasized. This approach also allows three types of music courses, i.e., required courses, elective music courses, and community-based courses; to function together to give the pre-service music teachers a holistic view about the role music education plays in a society. In addition, this interdisciplinary-collaborative approach provides opportunities for three courses of a different nature, i.e., standardized courses, newly-developed courses, and research-oriented courses, to complement one another.

To efficiently prepare pre-service music teachers, it is necessary to identify the nature of required or standardized courses and clarify the number of credit hours, contents, materials, and instructional strategies. The emphasis of musicality, pedagogy, and critical thinking skills in these required courses is worth noting. Musicality in the context of music teachers’ training program covers the disciplines of aesthetics, humanities, performance practice, creativity, and innovation. Pedagogy refers to the aspects of teaching and learning in the grade school system, and it includes sub-disciplines such as rationale, contents, materials, curriculum design, and instructional strategy and technology. Lastly, incorporating critical thinking skills into the curriculum model enables the pre-service music teachers to solve problems they encounter in their careers. With such skills, they will be able to help their students, colleagues, and administrators to achieve their educational goals.

2016 - The Twelfth International Congress of Qualitative Inquiry Words: 133 words || 
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4. Rosiek, Jerry. "Critical Race Theory, Agential Realism, and Curriculum Studies: Lessons from Studying Resegregation as Hidden Curriculum" Paper presented at the annual meeting of the The Twelfth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 18, 2016 <Not Available>. 2019-12-09 <http://citation.allacademic.com/meta/p1112635_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Since its introduction to the field of educational research in the mid 1990’s, critical race theory (CRT) has become a major influence on research that examines racial oppression in schools. There are concerns, however, that in the move from legal studies to social scientific research on education, CRT’s critique of neutrality and objectivity might become domesticated and stripped of its politically provocative force. This paper examines the promise of agential realist ontologies (found in new materialist philosophy of science, indigenous philosophy, and revisionist pragmatist philosophy) for putting critical race theory’s racial realism to work in the social sciences without surrendering its more transformative agendas. The paper draws on a ten year study of the way the racial resegregation of a school district functioned like a hidden curriculum to illustrate this promise.

2017 - Leading Learning for Change - AECT Words: 71 words || 
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5. Shin, Suhkyung. and Cheon, Jongpil. "Teacher Perceptions of the Adaptation and Implementation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2019-12-09 <http://citation.allacademic.com/meta/p1263963_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This study assesses the current status of Computer Science (CS) curriculum implementation in K-12 schools using an evaluation framework based on four factors: (1) teacher, (2) curriculum, (3) context, (4) students. This study involves teachers who have experience teaching CS from forty schools in the Southwestern United States. This study mixed methods involving survey and interview data. Recommendations for implementing and evaluating CS curriculum to support CS education will be presented.

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