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Relevant bibliographies by topics / National curriculum reform

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Academic literature on the topic 'National curriculum reform'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "National curriculum reform"

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Roofe, Carmel, and Andrea Baldwin. "Editorial - Curriculum Reform in Jamaica: Case Studies of Teachers’ Experiences with the National Standards Curriculum." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): i—iv. http://dx.doi.org/10.46425/j119011167.

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Since its independence in 1962, Jamaica has been involved in an ongoing process of education reform to address inequities in its education system, respond to changing needs, and provide the best education for its populace. Achieving quality, access, and equity in the education system have been key principles underlying these reforms. Since the adoption of the 2030 Agenda for Sustainable Development by the global community in 2015, Sustainable Development Goal Four, which seeks to “Ensure inclusive and quality education for all and promote lifelong learning,” has been the foundation driving these reforms.

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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.

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Yun, Eunju. "Finnish National Curriculum Reform as the Realization of Democracy: Lessons for Nuri Curriculum Reform." Korean Journal of Childcare and Education 11, no. 1 (February 28, 2015): 373–93. http://dx.doi.org/10.14698/jkcce.2015.11.373.

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Sullanmaa, Jenni, Kirsi Pyhältö, Janne Pietarinen, and Tiina Soini. "Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform." Journal of Educational Administration 57, no. 3 (May 13, 2019): 210–26. http://dx.doi.org/10.1108/jea-08-2018-0153.

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Purpose Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders. Design/methodology/approach The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development. Findings Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts. Practical implications The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders. Originality/value The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

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Haas, Claus. "Folkeskolens historieundervisning - National og/eller flerkulturel historiepolitik?" Slagmark - Tidsskrift for idéhistorie, no. 60 (March 9, 2018): 131–45. http://dx.doi.org/10.7146/sl.v0i60.103997.

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In 2005 the Danish government launched a reform of the history curriculum of the Danish Primary School. The result of this reform was new curriculum guidelines, including a remarkable new invention in Danish educational history – a mandatory ‘history canon’, consisting of 27 ‘places of memory’. In this article I analyze the politics of history and memory of this reform – seen from an official nation-state perspective. I ask: How did the government prioritize between concerns of national and multicultural politics of history? Was the new curriculum guidelines an attempt to renationalize the curriculum, and/or and attempt to strengthen a multiculturaldimension? I conclude that the former turned out to be the main concern.

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White, John. "Educational reform in Britain: Beyond the National Curriculum." International Review of Education 36, no. 2 (June 1990): 131–43. http://dx.doi.org/10.1007/bf01874879.

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COSTA (UFPA), Crisolita Gonçalves dos Santos. "BNCC, FLEXIBILIZAÇÃO CURRICULAR E PROTAGONISMO JUVENIL: MOVIMENTOS ATUAIS DE “CONSTRUÇÃO” DO ENSINO MÉDIO BRASILEIRO, A PARTIR DA LEI 13.415/2017." Revista Margens Interdisciplinar 14, no. 23 (February 19, 2021): 43. http://dx.doi.org/10.18542/mri.v14i23.9510.

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Resumo: O presente artigo investiga a Base Nacional Comum Curricular- BNCC, a flexibilização do currículo e a ideia de protagonismo juvenil, expressa por meio da Reforma do Ensino Médio, implantada no ano de 2017. A Metodologia utilizada foi a pesquisa bibliográfica de caráter qualitativo, tendo como referenciais os documentos que tratam sobre a reforma. Baseia suas reflexões no Materialismo Histórico Dialético, para o entendimento de elementos históricos e discursivos que permitam a compreensão de que a reforma está alinhada a um discurso neoliberal. As incursões apontaram que o processo proposto pela reforma desresponsabiliza o Estado pela ampla formação da juventude e seus processos de escolarização, assumindo um discurso de que o protagonismo juvenil se caracteriza como a condução dos jovens sobre seus projetos de vida, sua inserção no mercado de trabalho e por sua conduta cidadã, tendo a BNCC como instrumento alinhador desta política de educação.Palavras-chave: Base Nacional Comum Curricular, Flexibilização Curricular, Protagonismo Juvenil.BNCC, CURRICULAR FLEXIBILIZATION AND YOUTH PROTAGONISM: CURRENT MOVEMENTS OF "CONSTRUCTION" OF BRAZILIAN HIGH SCHOOL, FROM LAW 13.415 / 2017Abstract: This paper investigates the National Common Curricular Base - BNCC, the flexibility of the curriculum, and the idea of youth protagonism, expressed through the High School Reform, implemented in the year 2017. The methodology used was the qualitative bibliographic research, having as reference the documents dealing with the reform. It bases its reflections on Dialectical and Historical Materialism, to comprehend historical and discursive elements that allow the understanding that the reform is aligned to a neoliberal discourse. The incursions pointed out that the process proposed by the reform makes the State not responsible for the extensive formation of youth and their schooling processes, assuming a discourse that youth protagonism is characterized as the conduction of young people over their life projects, their insertion in the labor market. work and for its citizen behavior, having the BNCC as an alignment instrument of this education policy.Keywords: National Common Curriculum Base, Curricular Flexibility, Youth Protagonism

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Moyles, Janet. "Nationally Prescribed Curricula and Early Childhood Education: The English Experience and Australian Comparisons—Identifying the Rhetoric and the Reality!" Australasian Journal of Early Childhood 21, no. 1 (March 1996): 27–31. http://dx.doi.org/10.1177/183693919602100107.

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Working in Australia for a short period enabled the writer to make a number of comparisons between the National Curriculum established in England since 1989 and the statements contained within the National Agenda for Curriculum Reform in Australia. The impact of such curriculum reform upon well respected early childhood practices has caused much concern in the UK with many experienced people speaking out strongly against the perceived downward pressures upon under five's practitioners. Areas of particular concern have been those associated with a heavily subject-dominated curriculum and highly formalised assessment arrangements beginning with seven-year-olds. This paper considers some of the rhetoric and reality which underpins both country's curriculum reforms and offers suggestions to Australian early childhood educators as to the issues which are likely to require from them, over the next few months and years, a clear and sound articulation of quality early childhood practice.

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Tikkanen, Lotta, Kirsi Pyhältö, Tiina Soini, and Janne Pietarinen. "Primary determinants of a large-scale curriculum reform." Journal of Educational Administration 55, no. 6 (September 4, 2017): 702–16. http://dx.doi.org/10.1108/jea-10-2016-0119.

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Purpose The purpose of this paper is to gain a better understanding of how national board administrators, more precisely, officials at the Finnish National Board of Education (FNBE) have perceived the primary influencing factors, or “regulators”, of the national core curriculum reform and the success of the implementation. The alignment between the identified regulators was also explored. Design/methodology/approach Altogether, 23 FNBE officials participated in this mixed methods study. Findings The results showed that the officials perceived the core curriculum reform as a systemic entity: the reform was implemented using a top-down and bottom-up strategy, and several regulators were identified at different levels of the education system. The officials also viewed the implementation as successful, and identified more promoting than hindering factors in it. However, they emphasised regulators at the administrative level, whereas regulators at the district or national levels were less often identified. They also highlighted the importance of orchestrating collaboration in comparison with the other regulators. Practical implications The results imply that in addition to considering separate determinants of reform success, it is important to pay attention to sufficient alignment between the regulators at different levels of the education system in order to better understand and promote the implementation of a large-scale reform. Originality/value This study provides new knowledge on national board administrators’ perspectives on what regulates the implementation of a large-scale curriculum reform.

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Guan, Qun, and Wanjin Meng. "China’s New National Curriculum Reform: Innovation, challenges and strategies." Frontiers of Education in China 2, no. 4 (October 2007): 579–604. http://dx.doi.org/10.1007/s11516-007-0043-6.

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Dissertations / Theses on the topic "National curriculum reform"

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Wylie, Elizabeth Caroline. "The application of judgemental standard-setting methods to the National Curriculum assessment framework." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337054.

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Li, Ying. "Curriculum innovation and listening comprehension within the national English teaching reform in China." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/12313/.

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The ‘National English Teaching Reform’ at university level, also known as the Reform of College English, was initiated in China in 2003. The new mode of English teaching was a combination of classroom teaching and student self-access learning via CWISs (Campus-Wide Information System). The emphasis of the Reform was on developing the students' all-round ability, especially the ability of listening and speaking. The purpose of this study was to research the implementation of this curriculum innovation in a specific university. The research applied both quantitative and qualitative methods, namely, questionnaires, interviews, listening comprehension classroom observations, and document review. According to the data collected, multi-media facilities were more widely used than before but individual self-access facilities were insufficient for every student to get access when needed. At the same time, full advantage of the facilities was not being taken of. With regard to English Listening Comprehension, students spent more time in practising, but rather than being motivated by a wish to improve their all-round ability, many of them regarded it as necessary primarily for the purpose of passing the nationwide College English Test (CET), a qualification highly regarded by employers. A general finding was that autonomous study had not yet been realised in the university. Various reasons for this are explored, among them the fact that teachers did not provide a bridge between classroom instruction and self-access learning. Teachers' own difficulties in coping with the technology are also considered. Four series of English Listening Comprehension textbooks were designed for the Reform and were recommended by the Ministry of Education. However, the researched University used another textbook package because it was evaluated to be more suitable for students.

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Kishani, Farahani Najme. "Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110744.

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This qualitative study in part explores the beliefs, attitudes and intentions of Iranian elementary school teachers about engaging in a curriculum reform endeavour, the Systems Thinking Education (STE) curriculum, and investigates the main motivational factors for the teachers' involvement in the program. Within a social marketing framework, this study also defines and develops the strategies and policies of an Iranian education Non Governmental Organization (NGO) that is steering the STE project. Systems Thinking (ST) is a set of required skills for understanding the systematic structure of a phenomenon and the resulting behaviour of that structure, and improves problem-solving and decision-making abilities. The ST framework is a relatively new concept in the Iranian education system and could be an appropriate alternative for the current memorization based system in formal education. The findings of this study expand the application of a social marketing framework to the field of education for the first time. In this work, social marketing provides a systematic approach to clearly set the goals; define the target group; explore the main barriers and motivational factors for the target group to achieve the goals; and develop strategies, techniques, and tools to remove the barriers and reinforce the motivational factors in order to bring about the desired behavioural change in teachers to successfully implement the reform. In brief, by primary means of individual interviews and focus group conversations, the author examines how Iranian elementary teachers, as the main change agents of curriculum reform, can be motivated to engage in the STE curriculum.
Cette étude qualitative explore en partie les croyances, les comportements et les intentions des maîtres iraniens du primaire à s'engager dans une reforme du curriculum, l'approche systémique, ainsi que les principaux facteurs pouvant motiver les professeurs. Dans un cadre de marketing social, cette étude définit et développe également des stratégies pour la société non gouvernementale iranienne qui s'occupe de ce projet. L'approche systémique consiste en l'acquisition d'une série de compétences nécessaires à la compréhension de la structure systématique d'un phénomène et le comportement résultant de cette structure. De plus, cette approche sert aussi à améliorer l'aptitude des élèves en résolution de problèmes et en prise de décisions. La base théorique de l'approche systémique est relativement chose nouvelle dans le système d'éducation iranien et pourrait représenter une alternative appropriée au système courant axé sur la mémorisation. Les trouvailles de cette étude étendent pour la première fois l'application du marketing social dans un contexte éducationnel.Dans ce domaine, le marketing social fournit une approche systématique dans le but de définir des objectifs clairs et une population cible, explorer les barrières principales a la réalisation des objectifs, ainsi que proposer des techniques et des outils pour éliminer ces barrières et renforcer les facteurs motivants afin d'arriver aux changements de comportements désirés. En bref, au moyen d'interview privés et de groupes de discussions, l'auteur examine comment les maîtres iraniens, comme agents principaux de ce changement de curriculum, peuvent être motivés pour s'engager dans le/la STE.

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Lowther, Gail Elizabeth. "A comparison of the United States' National Music Standards and England's National Music Curriculum." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236804608.

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Palmberg, Björn. "The influence of national curricula and national assessments on teachers’ beliefs about the goals of school mathematics." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88067.

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What students should learn in school and therefore also what teachers should teach is an important issue worldwide. Mathematics teaching (and teaching in other subjects) is often regulated by some form of governing text in a written curriculum communcating a set of standards. Another common mean through which policy is communicated is assessments, which for example can convey policy by communicating desirable outcomes in student learning. A common problem with regulating what teachers do through policy means is that it often is difficult to achieve intended changes. This study investigates the impact of a national reform in Sweden initiated in 1994, introducing mathematical competency goals by communicating them through the national curriculum and national assessments. The study is based on analysis of data obtained from the Swedish Schools Inspectorate (SSI), which conducted a quality review of upper secondary school mathematics teaching. During this quality review, the SSI collected data on a representative sample of 145 upper secondary mathematics teachers through interviews, observations, and surveys. This was done in 2009 and 2010, which means that the reform from a time perspective has had ample time to exert influence on teachers. In the study the data obtained from the SSI was analyzed in order to answer two questions: have teachers changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform, and why have, or have they not, changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform? In research on teachers’ reception of policy messages, similar to the one introduced in Sweden, it has been found that a common response to these messages is that teachers are positive to the message. However, although positive, teachers have often been found to only adopt superficial properties of the reform while still maintaining a highly traditional view of teaching and the goals of teaching, not consistent with the intentions of the reform. Therefore, the questions in this study were examined by using a model that can explain why teachers, when confronted with a reform message, change their beliefs in profound or superficial ways, or not at all. Through analysis of the SSI-data, measures on constructs of the model were obtained, and with statistical means it was examined whether the model can account for the changes in teachers’ beliefs about the goals of upper secondary school mathematics. The results of the study suggest that the Swedish reform has had a relatively small impact, and that the model can give an explanation to why some Swedish upper secondary teachers of mathematics have changed their beliefs in line with the reform, some have changed them in superficial ways, and some have not changed them in any discernable way. Whether teachers perceive the reform as entailing an important and non-trivial change for them seems to be of utmost importance. The results of this study suggest that if teachers do not perceive this, they will not process the message deeply, which by the results of this study suggest that there is little chance for them to change their beliefs in a profound way. If they however do perceive the message as entailing an important and non-trivial change, this study suggests that chances are greater that teachers will change their beliefs in line with the reform. Teachers’ interest in the subject and their perceptions of the usefulness of the documents communicating the message are then in this study suggested to be important factors influencing whether teachers will process the reform message systematically, which in turn heavily influences whether they will change their beliefs in a profound way. One practical implication, suggested by this study is that when policy communicates a new and non-trivial message with the intention of influencing teachers, it is important that the message is communicated clearly. Such clarity makes it more difficult for a teacher to superficially interpret the message as being in accordance with the teacher’s earlier beliefs, and thus not entail any need for change. However, to attain such clarity of a complex message is not an easy task to accomplish.

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Watt, Michael G., and n/a. "The Role of curriculum resources in three countries: the impact of national curriculum reforms in the United Kingdom, the United States of America, and Australia." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050720.113739.

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This project examines the impact of standards-based and curriculum reforms on the role of materials in educational systems in the United Kingdom, the United States of America, and Australia. The project focused on identifying activities undertaken by publishing companies and in educational systems to develop, select and use materials in the context of standards-based and curriculum reforms by investigating: (1) research literature about the publishing industry, the policies controlling the adoption of materials, and the patterns influencing the use of materials in schools in the United States; (2) the perceptions of educational publishers about the impact of these reforms on the new materials developed by their companies to meet the needs of schools in implementing these reforms; (3) the impact of national curriculum reforms in the United Kingdom on the materials� marketplace; (4) the impact of the national standards movement in the United States on the materials� marketplace; (5) the impact of state standards in the United States on various aspects relating to materials designed to support these reforms; (6) the impact of national curriculum collaboration in Australia on the materials� marketplace; and (7) the impact of state and territory curricula in Australia on various aspects relating to materials designed to support these reforms. The report concludes by applying categories defined in a typology to classify various activities relating to the development, selection and use of materials identified in educational publishing and educational systems in the United Kingdom, the United States and Australia. Samples and questionnaires relating to surveys and a bibliography are appended.

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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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Berg, Benita. "Lgr11 – stöd eller begränsning? : Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26127.

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This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.

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Mirfakhraie, Amir Hossein. "Curriculum reform and identity politics in Iranian school textbooks : national and global representations of "race", ethnicity, social class and gender." Thesis, Vancouver : University of British Columbia, 2008. http://hdl.handle.net/2429/992.

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This study interrogates whose knowledge about the self and the other is represented to Iranian students in the 2004 and in selected pre-2004 editions of elementary and guidance school textbooks by analyzing how issues of identity politics, diversity, “citizenship” and development inform the construction of Iranian national identity since the introduction of various curriculum reforms (i.e.: global education) after the Revolution of 1978-79. I draw upon antiracism and transnationalism as discourses of analysis through which the West-East dichotomy is (re)evaluated and interrogated within the context of Edward Said’s notion of Orientalism and Boroujerdi’s (1996) conceptualization of “Orientalism in reverse”. I utilize deconstruction, discourse and qualitative interpretative content analyses as methods of investigating how “race”, ethnicity, social class and gender are configured in representations of sameness and difference. I “look at style, figures of speech, settings, narrative devices, historical and social circumstances, not the correctness of the representation nor its fidelity to some great original” (Said, 1978, p. 28). I argue that the ideal citizen and Iranian national identity are constructed by references to conflicting discourses of mustāżafīn (the oppressed), jīhād-i sūzandagī (the Reconstruction Jīhād), ‘ashayir (nomadic tribes), Ummat-i Islamī (Islamic Nation/Community), Īrān-dūstī (loving Iran), the Aryan migration, velayat-e-faqih and colonialism. In their discursive formations, nationalist, anti-imperialist, Islamic, middle-class and Orientalist narratives construct a homogenized Iranian citizenry who has always been active in regional/global relations of power. The ideal citizen is represented through the invocation of two types/sets of “shifting collectivities” that identify it as “white”, male, Shi’a, Aryan-Pars, progressive, independent, pious and a leader in the Islamic world. The first set divides between Shi’a-Persians and non-Shi’a and non-Persians. The second set of binary oppositions represents the ideal citizen in relation and in opposition to the West and the East in their multiple and historical forms. These textbooks are assimilationist texts that act as “border patrolling” and “stignatizing” discourses. They are also forms of “textual genocide” that exclude the voices and histories of national and global minorities and acts of discrimination committed by Iranians against women and minority religious and ethnic groups as official knowledge about friendly/enemy insiders and outsiders.

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Morar, Tulsidas. "Multiple perspectives on the teaching and learning of mathematics in rural South African schools in the context of national curriculum reform." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13622.

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This study investigates the teaching and learning of mathematics in four rural schools in the Eastern Cape Province of South Africa. The study is set against the backdrop of Curriculum 2005 (C2005) - an outcome based curriculum reform initiative that has been introduced to all South African schools. The objective of the study is to investigate the teaching and learning practices of four rural teachers of mathematics in this complex reform milieu. The following broad research question guides this study: "How do teachers interpret and implement the new mathematics curriculum in terms of a political perspective (how teachers and learners are connected to the curriculum); a socio cultural perspective (what adjustments the teacher makes to accommodate the learners' circumstances); and a practical perspective (how the teacher implements the goals of C2001?" The South African situation provides a unique and particularly challenging context for teaching and learning and curriculum reform. It is understood that schools differ - and therefore curriculum issues cannot be solved through general pronouncements but rather viewed from a multiplicity of perspectives. In this thesis, I examine the teaching and learning of mathematics in four rural classrooms in the Eastern Cape. By way of honouring the contextual complexity of the situation, 1 have adopted a multiple perspectives approach to analysing what goes on in these four classrooms. I use a political perspective to help understand how power operates in the curriculum process.
I employ a socio cultural perspective to examine how the curriculum process attends to the local circumstances of teachers and learners. A practical perspective is used to examine how the curriculum is implemented in a technical sense. This constructivist interpretive study employs the techniques of case study and narrative inquiry to study the curriculum practices of four teachers. Multiple methods - including interviews, participant observation and video recording - were used to gather data. Narrative accounts of the teaching and learning of mathematics were constructed and then analysed using the three perspectives. The study concludes that the curriculum can be interpreted at different levels formal, perceived, operational and experiential - and each level can be analysed in terms of the political, socio cultural and practical. Bringing these three perspectives together is a challenging, but necessary task in order to understand and act upon the complexities of educational reform in rural South African classrooms.

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Books on the topic "National curriculum reform"

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Department of Education & Science. Education Reform Act: Temporary exceptions from the national curriculum. London: Department of Education and Science, 1989.

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Department of Education & Science. Education Reform Act 1988 : temporary exceptions from the national curriculum. London: D.E.S., 1989.

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Piper, Kevin. Riders in the chariot: Curriculum reform and the national interest, 1965-1995. Melbourne, Vic: Australian Council for Educational Research, 1997.

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Science, Department of Education &. Education Reform Act 1988: Modern foreign languages in the National Curriculum. London: Department of Education and Science, 1989.

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Education, Great Britain Department for. The Education Reform Act 1988: Modern foreign languages in the national curriculum. London: DFE Publications, 1991.

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Great Britain. Department for Education. The Education Reform Act 1988: National Curriculum : section 4 order physical education. London: DFE Publications, 1992.

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Fowler, W. S. Implementing the national curriculum: The policy and practice of the 1988 Education Reform Act. [London]: Kogan Page, 1990.

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Great Britain. Department for Education. The Education Reform Act 1988: National Curriculum : Mathematics and science orders under section 4. London: DFE Publications, 1994.

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Department of Education & Science. The Education Reform Act 1988: National curriculum : mathematics and science orders under section 4. London: Department of Education and Science, 1989.

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Department of Education & Science. Science at key stage 4: Proposal of the Secretary of State for Education andScience and the Secretary of State for Wales for Regulations under section 17 of the Education Reform Act 1988. [London]: DES, 1991.

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Book chapters on the topic "National curriculum reform"

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Lawton, Denis. "The National Curriculum in England Since 1988." In International Perspectives on Educational Reform and Policy Implementation, 44–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-5.

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Gipps, Caroline. "National Curriculum Assessment in England and Wales 1." In International Perspectives on Educational Reform and Policy Implementation, 140–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203761427-13.

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Aranil, Mohammad Reza Sarkar, and Keisuke Fukaya. "Japanese National Curriculum Standards Reform: Integrated Study and Its Challenges." In Globalisation, Ideology and Education Policy Reforms, 63–77. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3524-0_5.

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Xianhan, Huang, and Lee Chikin John. "The Washback Effects of the National College Entrance Examination on the Curriculum Reform in Mainland China." In Curriculum Innovations in Changing Societies, 413–29. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_23.

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Henderson, Deborah. "Globalisation and National Curriculum Reform in Australia: The Push for Asia Literacy." In Second International Handbook on Globalisation, Education and Policy Research, 633–47. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9493-0_37.

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Ma, Hongming. "Science Teachers’ Understanding of the College Entrance Examination in a Climate of National Curriculum Reform in China." In Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, 183–205. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6_10.

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Jakubowski, Maciej. "Poland: Polish Education Reforms and Evidence from International Assessments." In Improving a Country’s Education, 137–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_7.

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AbstractOver the last two decades, the Polish education system has been reformed several times, with the comprehensive structural reform in 1999, curriculum and evaluation reform in 2007, and early education reform introduced gradually until 2014. Student outcomes, as documented by PISA, but also other international assessments, largely improved over the last 20 years. Poland moved from below the OECD average to a group of top-performing countries in Europe. This chapter describes the reforms and research on their effects. It also discusses how it was possible to find political support for the reversal of changes that seemed to be highly successful. It provides three lessons from the Polish experience. First, the evidence should be widely disseminated among all stakeholders to sustain reforms. Second, the sole reliance on international studies is not sufficient. Additional investment into secondary analyses and national studies is necessary to develop evidence for better-informed political discussions. Third, some positive changes are more difficult to reverse. In Poland, increased school autonomy, but also external examinations, broader access to preschool and higher education, are among the changes that the new government could not alter.

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Xu, Wen. "School Initiative of Media Literacy Education in the Context of the National Curriculum Reform." In Media Literacy Education in China, 119–31. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0045-4_9.

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Erduran, Sibel, and Siu Ling Wong. "Science Curriculum Reform on ‘Scientific Literacy for All’ Across National Contexts: Case Studies of Curricula from England & Wales and Hong Kong." In Science Education for Diversity, 179–201. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4563-6_9.

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Zhang, Qinqiong, and Max Stephens. "Teacher Capacity as a Key Element of National Curriculum Reform in Statistical Thinking: A Comparative Study Between Australia and China." In The Teaching and Learning of Statistics, 301–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_36.

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Conference papers on the topic "National curriculum reform"

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Fajri, Suryadi, Rilci Kurnia Ilahi, Rilci, Rahmi Yunita, Khairat Arniman, and Deffina Yuliani. "The national curriculum in development in the reform period." In International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk395.

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Trnka, Marian. "REFORM OF THE NATIONAL ISCED 1 CURRICULUM AS PERCEIVED BY SLOVAK TEACHERS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.105.

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Pestovs, Pavels, Ilze Saleniece, and Dace Namsone. "SCIENCE LARGE-SCALE ASSESSMENT ALIGNMENT TO THE REVISED SCIENCE CURRICULUM." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.162.

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The research compared and assessed 6th grade student large-scale assessment item indicators according to the revised competency-based Science curriculum in Latvia, in order to understand what improvements are needed in the large-scale assessment for aligning the national assessments with the new national curriculum, and thus ensuring successful implementation of the educational reform. The theoretical framework of the research was developed by using the frameworks of the Programme for International Student Assessment (PISA), and cognitive level was measured according to the Structure of Observed Learning Outcomes (SOLO) taxonomy. Keywords: assessment alignment to curriculum, educational reform, scientific literacy.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.

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Shuli Shi and Mula Na. "The Research and Practice on Undergraduate Communication Curriculum reform of comprehensive university." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543592.

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Sichun Yuan, Qian Luo, Yunle Li, and Xing Ge. "Study on curriculum reform of “Analytical Chemistry” for metropolitan agricultural and forestry colleges." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543605.

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Fan Yang. "Teaching reform and curriculum recommendations to the course <consumer psychology> in application-oriented universities." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543670.

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Yang zhonglin and Ouyang Hua. "Exploration of the teaching reform and the establishment of the curriculum group of Signal and Information Processing." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543495.

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Zhao, Xiao. "Practice and Innovation in 'Science of Tourist Guide' Curriculum Reform-Summarizing classroom teaching reform experience and implementing spirit of the 19th National Congress of the Communist Party of China from practice." In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emehss-18.2018.9.

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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.

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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.

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Reports on the topic "National curriculum reform"

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Fleisch, Brahm Fleisch, Felix Maringe Maringe, John Gultig Gultig, and Stephanie Allais Allais. Curriculum Reform, Assessment and National Qualifications Frameworks. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.35774.

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.

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