Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 1,443 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 289 - Next  Jump:
2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
Info
1. 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>. 2018-04-25 <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 || 
Info
2. 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>. 2018-04-25 <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Publication Type: Conference Paper/Unpublished Manuscript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 || 
Info
3. 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>. 2018-04-25 <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: 705 words || 
Info
4. CHU, AIJING. "Between Curriculum Regulation and Autonomy: An Analysis of the Three Levels of Curriculum System in China" 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>. 2018-04-25 <http://citation.allacademic.com/meta/p989912_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Introduction

The Chinese curriculum policy has been rooted in a highly centralized tradition, which remained unchallenged until the late 1990s. With the arrival of knowledge economy, a serial of educational initiatives have been launched by the Chinese government as powerful responses to meet the ever-changing world. Started with a large-scale investigation and diagnosis of the issues and problems facing basic education in 1997, the Chinese government published the “21st Century Education revitalizing Action Plan” in 1999. Two years later, “Guidelines for Basic Education Curriculum Reform”, which is widely referred to as new curriculum policy, was formally declared by the Ministry of Education of China. After 30 experimental areas of the new curriculum reform were first conducted in 2001, it was implemented across the nation in 2005.
The fundamental goal of the new curriculum reform is to transform its traditional curriculum stereotype, which is characterized as outdated curriculum content and passive learning, to a modernized curriculum system to improve and enhance its educational quality. To achieve this goal, one of the major strategies the new curriculum policy adopted is to introduce the three levels of curriculum systems, that is, national curriculum, local curriculum and school-based curriculum.

Research Questions

Against the background of a rooted tradition of strict curriculum regulation in China, this study attempts to explore the extent to which Chinese schools are becoming strong curriculum agencies with the ten-year’s implementation of the new curriculum policy. Specifically, two major questions are going to be answered: first, what are the governance models of the three levels of curriculum system in China; second, how the three-levels of curriculum system—national curriculum, local curriculum and school-based curriculum are being interpreted and implemented at school level. In addition to analyzing the major policy documents, a key high school in Shandong province of China will be selected as a case study to collect the data.

The Conceptual Frameworks

First, this study uses the curriculum steering models (Kuiper& Nieveen, 2013) to examine the governance models of the three levels of curriculum system in China. Based on the four political steering models developed by Ekholm (1996), Kuiper and Nieveen deduce that there should be four types of curriculum governance models (p. 145): The implementation model (I), in which the government prescribes both the aims and how to reach the aims, and therefore can be characterized as curriculum regulation at the input and/or output level; The gradual development model (II), in which schools are allowed to set local aims and the government creates conditions and prescribes the way schools need to go about the improvement process; The result-oriented responsibility model (III), in which the government prescribes the aims to be achieved and at the same time allows schools to find their own ways to reach the aims; The professionals modes (IV), also known as curriculum deregulation, in which the government not only stimulates schools to formulate the aims and but also allows schools to find local solutions to reach the aims.

Second, in order to examine how the three levels of curriculum system is being interpreted and implemented at school level, this study employs the curriculum spider’s web as an analysis framework. It was firstly presented by van den Akker in 2003 and later used by Kuiper and Nieveen in 2013 to analyze the curriculum policy in the Netherlands. According to van den Akker, a curriculum usually consist of several or all the following components: the rationale underpinning the curriculum; goals, and objectives; content; teacher role; learning activities; materials and resources for teaching and learning; grouping; time allocation; and assessment modes and criteria.


Figure1: The Curriculum Spider’s Web (van den Akker, 2003)

The Significance of Study

The finding of the study will inform policy makers, academic community, parents, and other stakeholders regarding what is going on at school. It will provide them the information regarding the extent to which the Chinese schools are becoming the curriculum agencies, and how the three levels of curriculum system are being interpreted and implemented at school beyond the rhetoric, which often appear in official reports and policy documents. Knowing how the new curriculum policy is being interpreted and implemented at school level is of significant meanings, for the implementation of the curriculum at school is closely connected with educational quality.

2016 - Association of Teacher Educators Annual Meeting Pages: unavailable || Words: unavailable || 
Info
5. Crawford, Caroline. and Fleres, Carol. "Rethinking Curriculum for the 21st Century Learner: Effective Frequency Curriculum Design" Paper presented at the annual meeting of the Association of Teacher Educators Annual Meeting, Chicago Hilton, Chicago, IL, Feb 11, 2016 Online <PDF>. 2018-04-25 <http://citation.allacademic.com/meta/p1046337_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Understanding the curricular design shifts inherent within the Digital Age integration of instructionally relevant technology embraces the need towards considering curricular design as a social/cognitive-constructivist approach to learning.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 289 - Next  Jump:

©2018 All Academic, Inc.