Thematische Bibliographien / Decontextualised curriculum

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Auswahl der wissenschaftlichen Literatur zum Thema „Decontextualised curriculum“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 8. Februar 2022

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Zeitschriftenartikel zum Thema "Decontextualised curriculum"

Carilo, Michele Saraiva. „From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process“. BELT - Brazilian English Language Teaching Journal 9, Nr. 1 (19.09.2018): 254. http://dx.doi.org/10.15448/2178-3640.2018.1.31065.

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This article aims to discuss the relationship between language policy, language-in-education policy and the foreign language teaching-learning process. In so doing, a critical review of relevant literature is offered with the purpose to clarify how the areas of enquiry related to language and language-in-education policymaking and enactment are intertwined to the practicalities of foreign language curriculum development and syllabus design. Such connection is represented by the politically-, ideologically- and socioculturally-driven choices of policymakers and policy enactors, as well as their influence on everyday foreign language practice. Criticality and authorship are advocated throughout this article as strategies on which teachers and students should rely in order to challenge predetermined and/or decontextualised directives concerning the foreign language teaching-learning process.

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Miguel da Silva de Oliveira, Francisco, und Alex Sandro Gomes Pessoa. „A EDUCAÇÃO DO CABOCLO-RIBEIRINHO: PROBLEMATIZAÇÕES ACERCA DO CURRÍCULO ESCOLAR E SEUS DESDOBRAMENTOS NAS ESCOLAS RIBEIRINHAS“. COLLOQUIUM HUMANARUM 15, Nr. 4 (01.10.2018): 72–82. http://dx.doi.org/10.5747/ch.2018.v15.n4.h391.

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This article consists as a theoretical essay on the thematic of curriculum and its unfolding in the reality of riverside schools. In the first instance, it aims to elucidate conceptualissues about curriculum and points out the mismatches between school contents that are defined arbitrarily and become decontextualized for the educational reality of the riverside schools.Then, some social aspects are brought in regarding the riverside schools, aiming to characterize this reality to the reader, as well as to present some of the social aspects that surround this context.It is argued that school curricula do not dialogue with the reality of the riverside communities, resulting in innocuouseducational actions, devoid of meaning and distant of deep social transformations.

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Kahane, Reuven, und Laura Starr. „Technological Knowledge, Curriculum and Occupational Role Potential“. Sociological Review 35, Nr. 3 (August 1987): 537–58. http://dx.doi.org/10.1111/j.1467-954x.1987.tb00555.x.

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This paper examines technological curricula in terms of their potential to be realized in occupational roles. The more the curriculum is oriented towards roles (as opposed to skills or pure knowledge), the greater the probability that it will be articulated in the labour market and the greater its efficacy and legitimacy. The concept of role has been analytically divided into six components: value commitment, normative, communicative, interactive, role intelligence and proficiency components. Theoretically, the more components are present in a given curriculum, the higher the probability that a given occupational role will be effectively articulated. However, their presence is a necessary but insufficient condition for effective role performance; their integration is of equal, if not greater importance, and the latter is meaningful only when the social context of the articulation is taken into account. It was found that the role components do not appear in a balanced manner in technological curricula investigated in Israel, and some hardly receive any attention. Those that are present are weakly linked to actual economic contexts. Thus, it appears that students in technological education, are socialized to minimal role articulation; ie, they are more likely to implement decontextualized tasks than to assume integral occupational roles.

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Gautam, Santosh, und Saroj G.C. „Curriculum Development and Education Officers in/about Culturally Responsive Pedagogy“. Batuk 5, Nr. 1 (31.01.2019): 70–84. http://dx.doi.org/10.3126/batuk.v5i1.27953.

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This paper tries to excavate the perceptions, experiences and non/cooperation of curriculum development officers and district education officers in culturally non/responsive pedagogical approaches of private schools in Nepal. This paper tries to decontextualize and culturally non responsive education cannot address the pedagogical and socio cultural requirements of the learners and multicultural societies. This research is oriented to fundamental traits of interpretivism, criticalism and postmodernism so that the varying and complicated features of culture and culturally responsive pedagogy would be met. Therefore, it would be a heuristics of multi-paradigmatic research. In this paper I have explored the views, experiences and perceptions of responsible government officials working in curriculum designing and implementation in making our educational endeavors culturally responsive. I have tried to delve into 'world of duty' to reveal how result oriented they are. Shifting of responsibilities and lack of professionalism has been found to be the major stumbling blocks.

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Nelson, Lee J., und Christopher J. Cushion. „Reflection in Coach Education: The Case of the National Governing Body Coaching Certificate“. Sport Psychologist 20, Nr. 2 (Juni 2006): 174–83. http://dx.doi.org/10.1123/tsp.20.2.174.

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Research frequently demonstrates that coaches learn by reflecting on practical coaching experience (Gilbert & Trudel, 2001), hence both reflection and experience have been identified as essential elements of coach education (Cushion, Armour, & Jones, 2003). The case being studied was a United Kingdom (UK) National Governing Body (NGB) in the process of developing a coach education program. The purpose of this study was to empirically explore the use of reflection as a conceptual underpinning to connect and understand coach education, theory, and practice. Findings suggest that the curriculum could promote reflective practice, albeit in a largely decontextualized learning environment. Future research should attempt to directly measure, in situ, the impact of such courses on coaching knowledge and coaching practice.

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Mangubhai, Francis. „The Literate Bias of Clasrooms: Helping the ESL Learner“. TESL Canada Journal 3 (26.08.1986): 43. http://dx.doi.org/10.18806/tesl.v3i0.993.

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It has been argued recently that the language of the classroom is more decontextualized ("bookish" language) than the language of normal, everyday conversation. Those children who have had an early exposure to bookish language are better equipped, it seems, to handle the language of the school. For the ESL learners the problems are two-fold: they have to learn a new language and they have to learn the language of school. In order to bridge the gap between the home language and the language of the school, an experiment in which reading materials were introduced into a print-deficient environment will be discussed. The results of this experiment indicate that the provision of books and regular reading in the school curriculum not only improves proficiency in the second language but also has a positive effect on academic achievement in other subjects.

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Behari-Leak, Kasturi. „Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning“. Teaching & Learning Inquiry 8, Nr. 1 (15.03.2020): 4–23. http://dx.doi.org/10.20343/teachlearninqu.8.1.2.

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In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship.

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Dahlan, Dahlan. „Teaching the English language Arts with technology“. Tamaddun 18, Nr. 1 (18.09.2019): 10–13. http://dx.doi.org/10.33096/tamaddun.v18i1.22.

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Abstract In order to cultivate the kind of technology literacy in our students called for by leaders in the field, it must simultaneously be cultivated in our teachers. While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction. This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own "best practices" with technology—a framework that is based upon their needs, goals, students, and classrooms, rather than the external pressure to fit random and often decontextualized technology applications into an already complex and full curriculum. To maximize technology's benefits, educators must develop a heightened, critical view of technology to determine its potential for the classroom.

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Rodríguez Peñarroja, Manuel. „PRAGMATICS: WHY USE AUDIOVISUAL INPUT IN SECOND AND FOREIGN LANGUAGE LEARNING CONTEXTS?“ Revista Docência e Cibercultura 4, Nr. 3 (24.12.2020): 161–78. http://dx.doi.org/10.12957/redoc.2020.53890.

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The teaching and acquisition of pragmatics in second and foreign language learning contexts has been traditionally reduced to coursebooks’ decontextualized dialogue samples and static images with almost no effects on learners’ communicative competence. This paper outlines rationale on the teaching of pragmatics since it has become of essential importance as specified in different language proficiency paradigms i.e. the CEFR. Thus, attention is centered on the use of audiovisual materials as a rich input source used for that aim. With this in mind, a review of studies appraising for the validity of language used in audiovisual genres is provided. In addition, an overview of its applicability and effects as a part of the general education curricula and in second and foreign language instruction is presented. Results from the studies reviewed reported overall advantageous outcomes when using this type of input for different instructional aims and more specifically with pragmatics’ acquisition purposes.

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Dissertationen zum Thema "Decontextualised curriculum"

Tumwine, Baguma Deo. „Challenges in implementing a South African curriculum in Eswatini“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78499.

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Since 2010, some private and public high schools in Eswatini1 have begun to offer the South African Curriculum and Assessment Policy Statements (CAPS). Demand for this increased from one school in 2010 to 13 schools in 2018. The study accordingly investigated the challenges inherent in the transferal and implementation of the CAPS Curriculum in secondary schools in Eswatini. Phillips and Ochs (2003) and Dolowitz and Marsh’s (2000) model of policy borrowing were used as a theoretical lens to steer the study. The study adopted a qualitative case study as the research design in terms of which a sample of four schools was conveniently and purposively selected. Document analysis and semi-structured interviews with 33 participants were conducted. The study identified that the curriculum transfer was initiated by parents whose demand for the South African curriculum emanated from a number of factors such as low pass threshold, cheaper access, rejection of Swazi learners by South African public schools, limited professional courses and few universities in Eswatini. The challenges to such transferal and implementation were identified as lack of contextual suitability; lack of training for educators; border immigration requirements; high tuition fees and absence of a memorandum of understanding between the two countries.
Thesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
Unrestricted

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Bücher zum Thema "Decontextualised curriculum"

Boughey, Chrissie, und Sioux McKenna, Hrsg. Understanding Higher Education: Alternative Perspectives. African Minds, 2021. http://dx.doi.org/10.47622/9781928502210.

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Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education: Alternative Perspectives responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as ‘decontextualised learners’ premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.

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Buchteile zum Thema "Decontextualised curriculum"

Regmi, G. „Decontextualized nature of the mathematics curriculum“. In Empowering Science and Mathematics for Global Competitiveness, 575–80. CRC Press, 2019. http://dx.doi.org/10.1201/9780429461903-78.

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Honan, Eileen, Beryl Exley, Lisa Kervin, Alyson Simpson und Muriel Wells. „Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education“. In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, 17–36. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch002.

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This chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes.

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