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2012 - LRA 62nd Annual Conference Pages: unavailable || Words: 1830 words || 
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1. Richey, Leila., Taboada Barber, Ana. and Ramirez, Erin. "Interacting with Curriculum: An Investigation of a Special Education Teacher’s Adaptations to an Innovative Middle School Social Studies Literacy Curriculum" Paper presented at the annual meeting of the LRA 62nd Annual Conference, Sheraton San Diego Hotel & Marina, San Diego, CA, Nov 28, 2012 Online <APPLICATION/PDF>. 2018-12-12 <http://citation.allacademic.com/meta/p578553_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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2. Davis, Edith. and Byrd, Marie. "Hilda Taba Spiral Curriculum: Micro-Spiral Curriculum for Minorities" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2018-12-12 <http://citation.allacademic.com/meta/p1164105_index.html>
Publication Type: Research Reports
Review Method: Peer Reviewed
Abstract: The science curricula in the nation’s middle schools have been considered one of the weaker links to the advancement of a scientifically literate society. Science education and scientific literacy are essential to the success of the nation. A scientifically literate nation can help assure a free and democratic society, an economically viable society, and a healthy society

2017 - Comparative and International Education Society CIES Annual Meeting Words: 822 words || 
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3. Kurakbayev, Kairat. and Kambatyrova, Assel. "Travelling Concepts in Curriculum-Making: the Case of Primary Curriculum Renewal in Kazakhstan" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-12-12 <http://citation.allacademic.com/meta/p1217231_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Objectives or purposes as related to comparative and international education, conference theme and/or SIG

In the context of globalization, Kazakhstan, a post-Soviet country in Central Asia, is taking great efforts to internationalize its national academic system. Having become a member of the Bologna Process (2010), the Ministry sets a national goal of integrating Kazakhstan’s education with the world’s educational space. Nazarbayev Intellectual Schools (NIS), a center of academic excellence established in 2009, operationalized by the special law ‘On the Status of Nazarbayev University, Nazarbayev Intellectual Schools and Nazarbayev Fund’ (2011) serves as a key agency in studying and adapting educational innovations introduced to them by their internationally reputed partners that include Cambridge International Examinations, University of Pennsylvania, International Baccalaureate (Switzerland), Center for Education Measurement CITO (Netherlands) and many other globally recognized institutions. The NIS network – state funded and highly selective – comprises newly established, well-equipped schools staffed with highly qualified local and international teachers able to use English as a medium of instruction. In 2015, with the mission to translate locally adapted policies and practices to the mainstream secondary schools, the NIS network introduced a new primary curriculum based on the concepts of Western pedagogies such as 21st century skills, learner-centered approaches, critical-thinking teaching methodologies and elements of ‘spiral curriculum’ to the local community. 30 pilot mainstream schools have been selected in different regions of the country to pilot the new primary curriculum and translate the learnt best practice to the remaining schools in the given region. Taking the case of renewal of the discussed primary curriculum, this paper examines processes, practices and ways of making sense of international transfer of educational innovations from the center (the Ministry and the NIS Network) to the periphery – mainstream secondary schools based in urban and rural settings of the country.

Perspective(s) or theoretical framework

Since the study discusses three cascaded directions of translation of educational innovations – from the NIS to the 30 pilot mainstream schools, that, in their turn, should translate the adapted practice to the neighboring mainstream schools – the paper places a great emphasis on the local context rather than the global education policy. As Steiner-Khamsi points out, “emphasis on local policy context as the analytical unit for examining policy transfer places greater weight on the agency, process, impact, and timing, of policy borrowing” (2012: 5). We also resort to the concepts of translation and reception to analyze teachers’ perceptions of the internationally borrowed concepts in the case of the new curriculum.

Research methods or modes of inquiry (including data sources, evidence, objects and/or materials)

The paper is based on the mixed methods research design. For the qualitative part of the data, six pilot mainstream schools testing the new primary curriculum have been chosen as research sites. The data from the six pilot schools comprise interviews with mainstream schools’ teachers, deputy principals and school principals. 25 one-to-one interviews and seven focus groups have been held. Also, the data include responses from 282 teachers collected from the survey that was conducted at all the 30 pilot schools including 24 schools that were not visited. All the teachers in the sample were restricted to just those who taught the new primary curriculum in the pilot schools. The chosen sample generates a representative picture of the attitudes and perspectives of those teachers delivering the new curriculum in the pilot schools for the academic year of 2015-2016.


Results and/or substantiated conclusions or warrants for arguments/point of view

The paper discusses three main points – i) challenges that mainstream schools’ teachers face and experience being in unequal conditions that include a context-bound nuance of transfer, uncertainty, lack of time and resources to implement new curriculum policies and innovations; ii) gaps in understanding and mindsets of the actors across different levels of the whole system of travelling curriculum innovations including local region-level (oblast) departments of education and parents; iii) processes of monitoring the quality of adaptation of educational innovations in respect of pilot schools’ accountability for the translation of the adapted best practice to the neighboring local schools.

Scholarly significance, originality and/or creativity of the study or work

There has been little empirical research highlighting how local education practitioners understand international educational transfer and reception of policy borrowing in their local contexts. Given that recontextualization represents the ‘fields of contest’ (Ball, 1998, 127), this paper argues that context matters (Crossley, 2010) and informed awareness of social and cultural differences is of paramount importance in constructing local meaning of international policy borrowing (Weick, 1995).

References

Ball, S. J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative education, 34(2), 119-130.

Crossley, M. (2010). Context matters in educational research and international development: Learning from the small states experience. Prospects, 40(4), 421-429.

Law 'On the Status of Nazarbayev University, Nazarbayev Intellectual Schools and Nazarbayev Fund' (2011). Astana, Kazakhstan.

Steiner-Khamsi, G., & Waldow, F. (Eds.). (2012). World yearbook of education 2012: Policy borrowing and lending in education. Routledge.

Weick, K. (1995) Sensemaking in organizations. London: Sage.

2017 - The 13th International Congress of Qualitative Inquiry Words: 152 words || 
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4. Themane, Mahlapahlapana. "Reflexively engaging with Deleuze in curriculum discourse: some reflections and ideas on recent teacher education curriculum reforms in South Africa" Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 17, 2017 <Not Available>. 2018-12-12 <http://citation.allacademic.com/meta/p1236685_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Curriculum discourse in South Africa is rare. Where it happens, it is usually cosmetic. To understand curriculum discourse I employ Deleuze and Guttari’s concept of becoming. Central to their philosophy is a sense of becoming, which emphasises creating concepts in ways that are fluid and open. Such a view is opposed to a fixed approach to meaning and knowledge creation. In this paper, I argue that the recent teacher education reforms are more product oriented rather than process driven. I draw on Deleuze’s concepts of: nomadism, rhizome and re/de-territorialisation to critique some current practices of curriculum reforms in teacher education. Firstly, I give a birds ‘overview of recent curriculum reforms. Secondly, I explain Deleuze’s notion of becoming and its relevance in promoting curriculum reform. Thirdly, I draw on a few examples to illustrate the rigidity of some reforms that hamper growth. Fourthly, I conclude by proposing pathways towards process approach.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 618 words || 
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5. El Muhammady, Fauzanah. "The Policy Analysis on the New National Curriculum: The Implementation of “Curriculum 2013” Towards Humanistic Education in Indonesia’s Compulsory Schooling" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2018-12-12 <http://citation.allacademic.com/meta/p987248_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examines the policy of the Ministry of National Education and Culture (MOEC) in implementing the new national curriculum in Indonesia’s compulsory education. Recently, Indonesian government has made a significant change to the national curriculum development in improving the quality of output indicators (school graduates and student’s grade) in the level of primary and secondary schools. MOEC has initiated to design a new curriculum that is called with “Curriculum 2013” (K13) which the content is more based on humanistic education in order to improve and strengthen human capacity to be more educated and humanist towards generation 2025.

The objective of the study is analyzing the Implementation of “Curriculum 2013” in seeking whether the curriculum design is not only effective to improve teachers and students’ performance in the teaching and learning process but also to improve the output indicators quality; school graduates and student’s grade. The main purpose of Curriculum 2013 is improving the quality of school graduates by integrating the principle of humanistic values by considering the feeling and knowledge into the core study and general knowledge. So that the schools can produce the good quality of future school graduates which are more educated and humanist. Furthermore, the content of curriculum is not only more emphasized on students’ cognitive development but also to the students’ attitudes and skills to be more self-motivated on something what they want to learn. Therefore, through this curriculum the students are expected can be able to explore themselves to improve their competencies to be more productive, creative, innovative, and affective. The competencies is improved as well as development of a good attitude, skills, and knowledge so that the students can have a strong character and apply the humanistic values in their future social life.

However, the study found that the curriculum implementation has become polemical for the academic community and society. On its first stage implementation, this curriculum has faced some obstacles such as 1) the unpreparedness of teachers’ competency and qualification to adopt, implement, and transform the new pattern of teaching methodology, 2) the unpreparedness of students’ ability to adopt the new pattern of subject materials, tasks, and homework, and 3) the lack of the availability of the teaching and learning tools, equipment, and facilities to support the teaching and learning process. As an impact, according to MOEC’s data that government reduced the implementation target from 30% to 2% of all schools. Furthermore, parents have to take an extra work, attention, and cost to follow the unfamiliar pattern of the curriculum in assisting their children on doing school homework, tasks, and exam preparation.

Even though the government has created some programs to provide the concept of Curriculum 2013, the availability of textbooks, teacher trainings, mentoring, and monitoring and evaluation, however, the first stage of implementation has caused complicated procedures, efforts, and high costs.

This study used qualitative method that was more based on literature reviews and data collection of primary and secondary data. The data consist of input indicators (the condition of teacher’s quality and qualification, the availability of books, and school facilities) and output indicators (the condition of school graduates and student’s grade) that was collected from MOEC’s Data.

The implication of this study is expected can inspire government in reconsidering the implementation of Curriculum 2013 whether that is really effective to improve the output indicators quality; school graduates and student’s grade in achieving mission towards humanistic education in the future. This study is also expected can contribute as a comparison study to the educational researchers in exploring the main problems and finding the effective solution for the curriculum development and its implementation, particularly in Indonesia’ compulsory education.

Keywords:
Humanistic education, Curriculum 2013, quality of input indicators, quality of output indicators, school graduates, student’s grade

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