Curriculum Studies

The research was conducted in the Tumu Municipality. The study looked into the concerns teachers had regarding the JHS Common Core Programme (CCP). Government training sessions for Junior High School (JHS) teachers on the common core programme English language curriculum (CCPEC) were criticized for lacking the instructional resources and friendly environment needed for a successful rollout. The study used a descriptive research design and a quantitative approach to gather information from English language teachers and head teachers in public Junior High Schools' (JHSs). The results of the study show that teachers had difficulties when putting the Common Core Programme into practice. They expressed interest in useful evaluation techniques, realizing the importance of assessing students' skills outside of the box. The study highlights the value of monitoring and assessment even in the face of budgetary limitations. In conclusion, addressing these issues requires fostering a collaborative school culture to ensure the successful implementation of the Common Core Programme English curriculum in Ghana. The study suggests the conduct of a longitudinal study to examine the long-term effect of the implementation of the Common Core Programme JHS English curriculum.

Este artigo visa a analisar a importância da amizade filosofica na escrita e leitura. O pensar pode ser realizado pela conversa e intercessao entre acontecimentos, bem como pelo problematizar praticas pelo dispositivo da amizade. Inventar maneiras e estilos de existencia pressupoe o pensamento encarnado e a historia enquanto vetores de singularizacao e ruptura com a cristalizacao das formas de existir e dos modos de ensinar, de estudar e de se relacionar. Interrogar o individualismo e o modo individuo em prol da producao do comum, mesmo na solidao, e uma tatica de resistencia, no presente. A dramatica da prescricao do trabalho nao impede a criacao pela problematica do ato de perguntar e colocar em xeque as maneiras definidas de realizar cada ato e de efetuar a abertura de novos campos de possiveis.

The word myth comes from the ancient Greek word mythos and it refers to a form of speech or narration. Bhutan’s unique eco-centric myths and senses of deep ecology serve as main factors in preserving the natural environment and as a result, two-thirds of the country is under forest cover. Knowledge of deep ecology and animistic beliefs in myths reveal a deeper affinity to understand the natural landscape, reinforce the harmonious human-nonhuman relationship, and treat the natural landscape with deep respect. However, due to the increasing external forces of technology, western perspectives, and globalisation, myths continue to function as old-time stories for societies. Sangay Wangchuk’s Seeing with the Third Eye interrogates the external forces by upholding Bhutan’s eco-centric myths and ethics of deep ecology through the conservation of natural biodiversity. Based on these perspectives, this article explores the intertwining relationship between local eco-centric myths of Bhutan a...

La educación secundaria para jóvenes y adultos se ha expandido de modo notorio en Argentina durante las últimas décadas. Así, desde los setenta hasta la actualidad esta modalidad ha tenido un importante crecimiento, garantizando el derecho a la educación para miles de sujetos que reingresan al secundario a través de diversas ofertas con formatos escolares flexibles. Al respecto de este asunto, con frecuencia la bibliografía especializada ha explicado su evolución delimitando distintos períodos temporales diferenciados según las orientaciones de los gobiernos de turno. Partiendo de esa base, el presente artículo tiene como objetivo analizar la manera en que los estudios científicos han caracterizado esas etapas históricas para explicar el desarrollo de la secundaria para jóvenes y adultos en Argentina. En la exposición se presentan sus contribuciones, como así también una serie de interrogantes y problemas que se originan de sus investigaciones.

RESUMEN El presente artículo discute el concepto de currículum desde dos vertientes: la teoría del Currículum Itinerante y la propuesta que realizamos en este ensayo de Currículum Constituyente. Iniciamos la discusión situando el currículum en contexto actual de la política curricular en Chile. A continuación, explicamos el sentido del Curriculum Itinerante como marco posible para un Curriculum Constituyente, desmontando la ortodoxia epistemológica y discursiva con la que se alimenta y se apoya el canon curricular. Tras ello, nos detenemos en la descripción del levantamiento popular que comenzó a finales de Octubre de 2019 en Chile y el proceso constituyente al que ha dado lugar, enlazándolo con la tradición de movimientos constituyentes en la historia de Chile, que enfrentaron el poder constituido y al poder soberano instituyente. Desde estos referentes y tradiciones situamos la necesidad y la importancia de apoyar la idea de un Curriculum Constituyente como ejemplo de Curriculum I...

Distance education has been widely accepted by many higher education institutions (HEIs) and the public, although a certain section still thinks that ODeL is suspect to poor quality offerings and outputs. Although there is no any evidence suggesting that face-to-face (f2f) delivery mode is much more effective and reliable than ODeL, some studies have demonstrated that ODeL may indeed suffer from poor quality tuition and outcomes, given the limited opportunities and resources accorded to the students and the system as a whole. The implications of such
perceptions are that some teachers, students, parents and employers have often avoided and/or undermined ODeL by not recognising its qualifications and/or the graduates even when such graduates come from the same universities. Such stratified treatment has further implications on students’ motivation, self-actualisation and their ability to become creative, critical and imaginative thinkers, and/or on their chances to secure competitive employment once they graduate. These events are happening when the majority of developing countries are failing to
grapple with problems of underemployment, unemployment and/or overemployment on one
hand, and the proliferation of Neo-Darwinism on the other hand, often emanating from what Bourdieu termed conceptual and capital currency differences. Since under-employment and unemployment debates are gaining momentum for both f2f and ODeL delivery modes, it is incumbent upon ODeL managers that they design employability and Open Educational Resources (OERs) policies which can be utilised to guide the students, teachers and employers alike by providing them with relatively normative instruments for testing, measuring and assessing employment prospects for the students. Given the growing poverty levels in Africa, her
unique dispositions, and inconsistencies in the way employment can be secured, enjoyed and measured, there is need for employability and OERs policies that are specifically designed for Africa’s conditions. Such policies would then guide educational offerings both at national and individual HEIs levels based on common grounds and shared understandings. While this study emanated from different workshops that were funded by the Commonwealth of Learning (COL), as a consultant, it also emerged from contextual analyses that were done between September end
and early October 2023 within the SADC Region. The studies utilised document analyses and various theoretical propositions such as those by Pierre Bourdieu, Reay Diane, Sen and Nussbaum amongst other justice theoreticians. This topic attracted my attention because, as a proven ODeL scholar and enthusiast, I wanted to explain and understand the role of ODeL policies and their implications within depraved HEIs contexts in Malawi and elsewhere.

The traditional conception of the development of curricula in the of work. The university and the evaluation of professional performance are understood as linear relationships, as cause-effect phenomena between their parts: social demands, the students´ formation background, the scientific and technical development and the demands of the article states, as from the experience of the training of agronomists in Uruguay, the importance of a change in that conception to introduce a systemic view that allows to better understand the dynamics of the continuous development process of education throughout life, in response to social and work needs. This systemic approach allows for a comprehensive study of the dynamic that affects the training of professionals and their social relevance, which allows graduates to insert themselves as agents of change, protagonists of their own evolution and the sustainable development of the country.

The research examines the significance of sustainable development in teaching English as a foreign language. The study aims to delve into effectively implementing the United Nations' Sustainable Development Goals (SDGs). Furthermore, the thesis includes interviews with English Education of Sustainable Development experts, the author's idea and its authentic, engaging classroom materials for reaching the SDGs at the preschool education level, and valuable resources on integrating these goals into classroom activities effectively for educators and researchers. Additionally, it presents the example of the K-12 school curriculum designed to reach SDGs at the primary school level. On the other hand, the thesis presents the authors' proposal and exercises about integrating the SDGs into the teacher training programs of the universities. The interview results show that the SDGs can be effectively implemented into the K-12 school curriculum even though there may be various challenges, such as a need for more available resources based on the implementation of these goals in the lessons. Moreover, the paper explores the relevant materials available on the topic and analyses a resource book about implementing SDGs in classroom settings.

Many studies have demonstrated the efficacy of Direct Instruction in various academic fields. The main characteristic of this approach is emphasis on a perfectly straightforward, successive Instruction with quick steps and empirical experiences which is taught by the teacher. DirectInstruction means breaking the complex task into its constituent components, and also training and organizing these components. This study aims at examining the efficacy ofDirectInstruction approach (DISTAR) on improvement of mathematics in students with learning disabilities. In the present study, A-B single subject design was used with follow-up phase. In order to arrive at the goal of the study, researchers selected three students at age range of 8 to 10 in the city of Ferdows. Wechsler intelligence scale for children was used to measure the variables in order to determine intellectual ability of children and also identify the students with learning disabilities, and teacher-made tests were used as a b...

At the core of standards-based reform are content standards--statements about what students should know and be able to do. Although it is state standards that are the focus of much public attention and consume substantial resources, many local school districts have developed their own content standards in the major subject areas. However, we know very little about the role state standards have played in local standards efforts. In this article we report on a study of the relationship between state and local content standards in reading in four states and districts. Through interviews with key personnel in each state, and district and analyses of state and local content standards in reading, we explored the alignment between state and district content standards, the path of influence between the two, and the role of high-stakes tests in state and districts reform efforts. Our findings suggest that alignment had multiple meanings and that state standards had differential utility to di...

As reformas educacionais têm atribuído centralidade ao currículo, afirmando-o como lugar que tem a função de diminuir os problemas e eliminar as desigualdades educacionais e disseminando um discurso que opõe a organização disciplinar ao ensino renovado. Com apoio na noção de governamentalidade, temos abordado esses documentos como dispositivos que projetam condutas desejadas e tencionam produzir subjetividades neoliberais por meio da propagação de valores que promovem a esfera privada e as noções do campo econômico ao status de fonte dos princípios que devem não mais só regular a ação do Estado, mas modificar sua função. O excerto de análise apresentado neste texto, que recai sobre os Parâmetros Curriculares Nacionais e a Base Nacional Comum Curricular voltados ao ensino médio, provém de pesquisa qualitativa e documental e fundamenta-se na perspectiva pós-fundacional, objetivando discorrer sobre os sentidos que se tenta fixar para a área de Ciências Humanas mediante o apagamento das disciplinas escolares e a pedagogização do currículo. Ressaltamos que esse processo, caracterizado pela tentativa de fixação de um sentido de conhecimento escolar como sinônimo de competências, fundamenta-se na lógica de uma economia moral,

The intercultural approach is oponed to the mlticulturalism. It seeks to break up the climax and conventional approach in the treatment of the curricular problemof the foreign languages, and in its place it intends to be carried out concrete practices, living experiences and reflections from a global proposal of work that is located in the complex thought of Edgar Morin, Howard Gardener´s multiple intelligences, the interdiciplinary program under Jurgo Torres and Ezequiel Anderegg´s approach. The Foreign language curricula should be one in which the interdisciplinarity underlies. It is hoped to face interdiscipinarily and partipatively the problem from the logic of the complexity with the concourse of the students. It is conceived in this way, the curriculum, in their indosiaciable relationship with the community as an organization and its auto-organizing system. It proposes the innovation, the institutional and personal educational change from and through an Action Reflection Research Project, by means of wich thenecesarary adjustment will be mada to the state of current development of the proposal that it guides the academic project in a retrospective perspective and prospetive dynamics.

O Programa Gira Mundo Finlândia (GMF) é uma iniciativa do Governo da Paraíba, por meio da Secretaria de Estado da Educação, e tem como objetivo a capacitação de servidores efetivos da Rede Estadual de Ensino em Universidades de Ciências Aplicadas da Finlândia. Com um período de imersão entre quatro a oito semanas na Finlândia, professores e gestores visitaram escolas, organizações e vivenciaram o sistema educacional finlandês. No retorno à Paraíba, desenvolveram um projeto de aprimoramento das práticas pedagógicas nas escolas em que atuam. Este trabalho tem como objetivo analisar as contribuições do GMF para a formação docente para a EPT, especialmente pelas Escolas Cidadãs. Para tanto, foram analisados os relatórios e outros instrumentos elaborados pela coordenação do Programa a partir de seminários e atividades de acompanhamento do GMF, aplicadas aos seus participantes durante a capacitação na Finlândia e durante o desenvolvimento dos projetos aplicados nas suas escolas de origem no estado.  A análise teve seu foco no perfil de competências e objetivos identificados no desenvolvimento do Programa, a partir de categorias relacionadas a: realidade Brasil x Finlândia e possibilidades de aprimoramento da Educação Brasileira; processo de ensino-aprendizagem sob a perspectiva da abordagem centrada no estudante; metodologias ativas e ferramentas digitais; práticas curriculares diferenciadas; vínculos com a comunidade e outras escolas da Paraíba. Conclui-se que o perfil das competências desenvolvidas no GMF e seus objetivos de aprendizagem relacionados permitem melhorias individuais e coletivas do processo de ensino-aprendizagem, em especial para as Escolas Cidadãs, considerando uma formação direcionada ao protagonismo juvenil.Palavras-chave: Formação de professores. Políticas públicas. Educação profissional. Inovação em educação. Protagonismo juvenil.

Deaf people are a heterogeneous global minority singularly linked by technology. I posit that deaf people wield the cutting-edge of innovation by developing or repurposing digital technologies in deaf education as a means to leverage the affordances of visuospatial sign languages and multimodal communication. Throughout, I investigate a nexus of historical, cultural, social, political, and ideological struggle where deaf people use their own power and self-determination to counteract harmful forces like oppression and exclusion. To do this, I synthesize the digital environments of deaf education (DE 2) and articulate a theory of deaf educational power centered on the interdependence of digital knowledge modes and the deaf users driving their development. I situate modes as a fundamental unit of analysis. Multimodality is related to power and ethics in education and assists in critically analyzing DE 2. Multimodal theory illustrates how power is used in DE 2 and shows ecological relationships between pedagogical ethics and knowledge co-construction by deaf students and educators. In sum; deaf people use multimodal technologies to construct deaf-centric educational power. Three major findings are categorized: (1) the purposes for which DE 2 are designed, (2) the practices constitutive of DE 2 , and (3) disciplines represented in DE 2 research. Two exemplars from category 3 are shown and analyzed. Both interrelate Deaf Culture, sign language, and digital education technologies. One is situated in a deaf student protest about language and communication access. The second is rooted in the multilingual characteristics of an international consortium related to deaf science epistemologies. Overall, I elucidate a social history of technology in deaf education to show that DE 2 is a globalized phenomenon transcending geopolitical boundaries.

Mesleki kimliğin oluşumunda, o mesleğe dair alınan eğitimin büyük bir katkısı vardır. Bu bağlamda bu araştırmada Türkiye’de Bilgi ve Belge Yönetimi alanında eğitim veren on dört üniversitenin eğitim programlarına internet üzerinden erişim sağlanmıştır. İlgili on dört yüksek öğrenim programının lisans müfredatları zorunlu dersler üzerinden benzerlikler ve özgünlükler bağlamında ayrıştırılarak analiz edilmiştir. Mesleki kimliğin oluşumunda ve gelişiminde en önemli unsurlardan birisi o alana ilişkin verilen eğitimdir. Bu çalışmanın amacı, 2024 yılında Türkiye’de Bilgi ve Belge Yönetimi alanında verilen eğitimin ortak ve ayrışan özelliklerini tespit ederek genellenebilir ve özgünleşen kimlik özelliklerini açığa çıkarmaktır. Genellenebilir ortak özellikler ülke özelinde Bilgi ve Belge Yöneticisini, ayrışan özgün özellikler ise eğitim kurumlarının alana farklı bakış açılarını ve onların gereksinimlerini ortaya koymaktadır. Veriler kurumların internet
sayfalarından edinilmiş ve bir içerik analizine tabi tutulmuştur. Bulgular bölümünde sunulan on dört program değerlendirildiğinde bazı zorunlu derslerde ciddi oranda ortaklıklar tespit edilmekle birlikte bazı zorunlu dersler arasında ise oldukça büyük farklar olduğu gözlemlenmiştir. Bu durum, belirli konularda ulusal düzeyde bir “Bilgi ve Belge Yöneticisi” kimliğinde netlik göstermekle birlikte, özgünlük gösteren alanlarda ise yerel özelliklere dayalı bir tablo çizmektedir. Mesleki kimliğin oluşumu ve gelişiminde önemli bir terminolojik farkın da açıldığı anlaşılmaktadır. Bu durum mesleki kimlik kuramı açısından düşünüldüğünde, müfredat özelinde “eğitim ve öğretim” ve “bulanıklaşma ve durulma” kavramları üzerinden değerlendirilmiştir. Böylece mesleki kimlik ve eğitim programı arasındaki ilişki açığa çıkarılmaya çalışılmıştır

Today, although the mainstream understanding of ‘race’ among scientists and science educators is a social construct, studies in major research journals continue to claim race as a valid biological category of human difference. By some measures, the use of race as a biological category has increased in the so-called postgenomic age. Genomics, and in turn science education, are thus caught up in a paradox: ostensibly understanding race to be a poor proxy for human difference while still teaching it as a biological variable. And yet, opportunities for teachers and students to (un)learn the social, cultural and historical dimensions and contexts of genomics remain limited. Worse, typical teaching of science education curricula may foster problematic beliefs in certain racialized biological reductionism and/or its respective essentialisms. Meanwhile, teacher education, as a profession and body of knowledge, is charged with deepening our understanding in relation to such curricular and pedagogical paradoxes. In response, our scoping review sought to address the following questions:

1) What research exists within the broader field of genomics education in relation to addressing racisms, diversity, equity, inclusion and anti-racisms?

2) If such research exists, what are the promising practices for teacher educators and/or science educators?

3) Is such research on genomics in relation to anti-racist education taken up within the broader field of educational research and more specifically teacher education research?

4) How might existing research on anti-racist education support the translation of such curricular and pedagogical opportunities and/or gaps for current practicing science teachers and/or future teacher candidates?

Three landmark criminal laws, the Bharatiya Nyaya Sanhita (BNS), Bharatiya Nagarik Suraksha Sanhita (BNSS), and Bharatiya Sakshya Adhinayam (BSA), came into effect on July 1, 2024, replacing three outdated British-era laws in India. The new laws aim to transform India's criminal justice system and provide a more efficient and effective framework for addressing crime. This article will delve into the key features of the BNS, which seeks to replace the century-old Indian Penal Code (IPC). The BNS perpetuates the expansion of state and police powers, retains offenses rooted in outdated moral standards, and exacerbates the retributive system through the introduction of broad and ambiguously defined offenses. It is contended that the legislation appears to be drafted with the primary objective of creating an illusion of moving beyond colonial legacies in terms of outdated colonial laws, while concurrently promoting a nationalist agenda aimed at fostering patriotic sentiments among the masses.

This study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire (3-6), consisting of six open-ended items that place teachers in various teaching situations reflecting the knowledge that characterizes early algebra at this stage of schooling. The analysis of the answers given by the pre-service teachers of early childhood education revealed a level general of insufficient mathematical knowledge, with the common content knowledge exhibiting fewer limitations compared to the other subdomains that comprise the model, and the horizon content knowledge the weakest. We conclude that it is necessary to offer teacher training programs that deepen the didactics of early algebra and provide tools to further the effective teaching of this content block in early childhood education.

This study delves into the perspectives of Haramaya University (HU) graduates regarding their competence, employment prospects, and career advancement. Employing a survey design, data from 724 graduates underwent rigorous analysis utilizing various statistical methods.
Questionnaires served as the primary means of data collection,
complemented by quantitative analysis techniques such as percentage calculation,
mean determination, and ANOVA testing. The findings underscore the substantial
impact of graduates’ knowledge and skills on their employment outcomes, with an
impressive 78% securing positions within government organizations. Notably, the
study emphasizes the significance of continually updating academic curricula and promoting gender diversity, advocating for increased representation of female graduates. Moreover, most respondents perceive their educational qualifications as well-suited for their respective professions, affirming the relevance of HU’s academic programs.
Overall, HU’s academic offerings receive commendation for their positive influence on graduates’ career trajectories, facilitating their preparation for future professional endeavors. Recommendations stemming from the study encompass initiatives such as faculty development workshops, the enhancement of entrepreneurship programs, and the cultivation of ethical conduct among students. Recognizing the pivotal role of academic leaders and university personnel, the study underscores their responsibility in
nurturing students for impactful contributions to society and the workforce.

There is a growing realisation of the vital role that Higher Education institutions in South Africa can and should play in keeping students not only alive, well and productive but also prepared to face the multiple challenges associated with living and working in the context of the HIV & AIDS pandemic. This article reports on part of a larger research project that explores the experiences and work of university educators who are involved in curriculum innovating through integrating HIV & AIDS in their teaching at a South African ...

ABSTRACTA stream of debate (including a previous special issue of this journal (25(1) 2014)) has made claims not just for ‘bringing knowledge back in’ as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are important to preserve in curriculum frameworks. This paper draws on a major Australian research project studying school and university physics in the context of these arguments to revisit the issue of the ‘discipline’ of physics and the curriculum logics for physics. Given that disciplines are social in origin and changing and expanding over time, can school curriculum be logically derived from the discipline to which they relate? Are questions about student engagement only questions about pedagogy and not curriculum? Does a focus on disciplinary knowledge mean that the role of school in forming identities and values is avoidable as a significant...

We take, as point of departure for this inquiry, the event of Amanda Gorman’s reading of her poem “The Hill We Climb” at the 2021 US Presidential Inauguration, which did something poems rarely do: resonate widely. Its broad uptake in classrooms and communities suggests that poems are not inert words on a page; instead, they do things. This conception of poetry as a social actor is articulated by theorist Jonathan Culler, whose Theory of the Lyric examines poetry from antiquity through today to identify different social functions of lyric poems. In this paper we take up Culler’s theory and pair it with a number of lyric texts as we wonder and worry about curriculum. What happens if we imagine that curriculum might be good for freeing students (and teachers!) from prosaic perceptions of the world? Or How might curricula, like lyric texts, create communities of care and attention? What we offer, ultimately, is as much curriculum poem as academic study.