Journal articles: '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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Rice, Marion. "Curriculum Artifacts." Practicing Anthropology 8, no. 3-4 (July 1, 1986): 6–19. http://dx.doi.org/10.17730/praa.8.3-4.j233522h2w7173hj.

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A quarter of a century spans the enactment of the National Defense Education Act (NDEA) of 1958 and the publication of A Nation at Risk in 1983. Both grew out of a concern for the condition of learning in our nation's schools. But there the resemblance ends. NDEA presaged a decade of curriculum creativity, focusing on the structure of the disciplines; the 1983 report thus far has produced primarily attempts to reform through school centralization and bureaucratic monitoring. Forgotten in the recent effort are the three most important ingredients of learning: the teacher, the pupil, and the parent. The teacher is the mentor, the coach, the stimulator of formal instruction. The pupil is the learner, the striver without whose effort there is no learning and no. application. And the parent,. representative of the larger society, is the one who must demand performance and support the efforts of both pupil and teacher. Thus, as we look at education from an anthropological perspective, it seems that in the 1980s we are more concerned with the incidentals than the basic structure of schooling, and that much-touted school reform will have trivial rather than significant consequences.

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Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (September 2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.

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Suryadi, Bambang, Yuli Rahmawati, Bahrul Hayat, and Suprananto Suprananto. "Indonesia National Curriculum Reform in the Context of Standard-Based Education: Policy and Implementation." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 76–87. http://dx.doi.org/10.15408/tjems.v6i1.12883.

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AbstractCurriculum reform plays an essential role in assuring the success of systematic educational change. The purpose of this study is to portray the government policy and the issues of the Curriculum 2013 implementation. This study employed qualitative methodology using document analysis, observation and Focused Group Discussion (FGD) as data collection techniques. The results of this study show that the curricula philosophy of curriculum reform was well-articulated and relevant to meet the requirements of twenty-first century learning competencies. However, the curricula implementation process faced substantial challenges with technical problems regarding the national standards of education document, teacher training and competences, the availability of school textbooks, and classroom assessment implementation. The findings of this study have several implications for implementing the national curriculum in Indonesia. Therefore, alignment between the national standards of education document, the curriculum structure, and the assessment system is required in order to ensure the successful implementation of Curriculum 2013 throughout the nation.AbstrakReformasi kurikulum memainkan peran penting dalam memastikan keberhasilan perubahan pendidikan yang sistematis. Tujuan dari penelitian ini adalah untuk menggambarkan kebijakan pemerintah dan isu-isu implementasi Kurikulum 2013. Penelitian ini menggunakan metodologi kualitatif menggunakan analisis dokumen, observasi dan diskusi kelompok terpumpun sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa filosofi reformasi kurikulum diartikulasikan dengan baik dan relevan untuk memenuhi persyaratan kompetensi pembelajaran abad kedua puluh satu. Namun, proses implementasi kurikulum menghadapi tantangan besar dengan masalah teknis mengenai dokumen yang terkait dengan standar nasional pendidikan, pelatihan dan kompetensi guru, ketersediaan buku pelajaran di sekolah, dan implementasi penilaian di dalam kelas. Temuan penelitian ini memiliki beberapa implikasi untuk menerapkan kurikulum nasional di Indonesia. Oleh karena itu, diperlukan keselarasan antara dokumen standar nasional pendidikan, struktur kurikulum, dan sistem penilaian untuk memastikan keberhasilan implementasi Kurikulum 2013 di seluruh negara.

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Glidden, Peter L. "Teachers' Reasons for Instructional Decisions." Mathematics Teacher 84, no. 8 (November 1991): 610–14. http://dx.doi.org/10.5951/mt.84.8.0610.

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One of the lessons learned from the “new math” reform movement of the sixties is that effecting lasting change requires more than developing curriculum materials at a national level for adoption at the local level (National Research Council 1989; NCTM 1989; Mumme and Weissglass 1989). Lasting reform also requires directly involving teachers in curriculum development so that they have “ownership” of the product (National Research Council 1989). This ownership is necessary because teachers act as curriculum filters (Holmes Group 1986; Porter et al. 1988; Romberg 1988).

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Lambert, Phil. "Educational Standards and Australia: a changed landscape." Revista Brasileira de Estudos Pedagógicos 97, no. 247 (December 2016): 463–71. http://dx.doi.org/10.1590/s2176-6681/291437381.

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Abstract: This article provides insight into the development of Australia's educational standards, the resultant alignment between curriculum, assessment and teaching standards and the move to online tailored testing. Background to the development and nature of the standards is provided as well as areas being considered for further reform. The article acknowledges the challenges in reaching settlement in relation to the standards-setting reforms in a Federation such as Australia. It also outlines the significant benefits now being realised as a result of the collaborative effort to achieve a national curriculum, a national assessment program and national teaching standards.

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Gumede, Vusi, and Mduduzi Biyase. "Educational reforms and curriculum transformation in post-apartheid South Africa." Environmental Economics 7, no. 2 (June 3, 2016): 69–76. http://dx.doi.org/10.21511/ee.07(2).2016.7.

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Educational reforms and curriculum transformation have been a priority in South Africa since the establishment of the Government of National Unity in 1994. Education is critical in redressing the injustices of apartheid colonialism which created an inequitable and fragmented education system. Factors such as school access, governance, curriculum, teacher deployment and financial resources have also gone through the education policy mill. While relatively impressive progress is observed regarding legislative interventions, policy development, curriculum reform and the implementation of new ways of delivering education, many challenges remain. Key among the challenges relates to the quality of education, twenty two years since the dawn of democracy. To contribute to the debate on educational reforms and pertaining to the quality of education, the paper discusses the various curriculum reforms of South Africa’s education sector and provides a brief evaluation of the trends in policies affecting equity and quality in the South African education environment. The paper finds that the quality of education is critical for many reasons

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Fisher, Gary F. "Tradition in transformation: the classical curriculum in the colonial and early national American college." Classical Receptions Journal 12, no. 3 (January 17, 2020): 357–74. http://dx.doi.org/10.1093/crj/clz030.

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Abstract Narratives of decline dominate histories of classical education. Changes or developments in the way classics have been taught are commonly understood in terms of the supposedly inexorable decline of classical learning. The American colleges at the end of the eighteenth century are subject to the same interpretation. After the Revolution, the colleges and their classics-oriented curriculum were subject to new pressures to reform the education they offered to better reflect the values of the new nation. These calls for reform are commonly understood as attacks on the classics that sought to diminish their role in, or even remove them from, the college curriculum. This essay will subject materials such as entrance requirements, curricula, and reformist literature to a critical re-reading. Rather than examining the extent to which the position of the classics diminished relative to other subjects during this period, it will show how the content of the classical curriculum was reformed and refined to better realize its pedagogical potential and ensure its relevance to the changing needs of students.

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Uljens, Michael. "Understanding Educational Leadership and Curriculum Reform." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 2, 2018): 196–213. http://dx.doi.org/10.7577/njcie.2811.

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On a state level both curriculum policy work and educational leadership are increasingly challenged by new transnational phenomena in Europe, Asia, Africa and the Americas alike: expanding cultural neo-national-ism, more populist politics, economic protectionism, new forms of self-centered identity formation, reli-gious fundamentalism, mistrust in democratic political participation, and decreasing respect for knowledge institutions and established media. These developments have many roots but appear partly as consequences of neoliberally driven policy initiatives and globalization. Consequently, there is increasing mistrust as to whether curriculum, leadership, and evaluation initiatives driven by a global neoliberal policy may provide sustainable solutions for guiding reforms in the public sector, including education. Not surprisingly, also the existing curriculum and educational leadership theory are under scrutiny. This article provides openings pointing to a hermeneutic and systems-oriented, multilevel and professional approach for reorienting na-tional systems with respect to collaborative work on curriculum, leadership, and evaluation. Such a Bild-ung-centered view on human identity, growth, and citizenship is congruent with a non-affirmative educa-tion theory (NAT). It provides a conceptualization that is able to deal with curriculum and leadership gen-uinely based on an idea of education. Such a position grounds educational leadership, curriculum, and pol-icy work, as well as evaluation and school reform, in education theory. As a general education theory the non-affirmative position is able to bring together an analysis of educational aims, contents, and methods of schooling, teacher professionalism, and leadership. In addition, NAT frames an understanding of how cur-riculum work at different levels is initiated, implemented, and enacted. In bridging these perspectives, it is argued that critical and hermeneutic NAT provides a theoretically productive approach to present-day local, national, and global education problems. As a foundational frame of reference, NAT allows us to perceive curriculum discourses as different forms of mediating, hermeneutic invitations, and summoning to self-activity and self-formation (Bildung), within and for a democratic polity.

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De Jong, Onno. "Chemistry teachers as stakeholders of national context-based curriculum reform project." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 258–68. http://dx.doi.org/10.31129/lumat.v3i3.1028.

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The present paper deals with a national curriculum reform project on modular context-based chemistry teaching in the Netherlands. A main characteristic of the project is the use of a ‘bottom-up’ approach for designing the ‘New Chemistry’ curriculum. A document analysis of project-related reports and empirical studies was carried out. The results showed that chemistry teachers were involved in all phases of the project: analyzing current problems, preparing outlines for renewal, developing context-based modules, and testing a pilot version of the curriculum. Some modular learning pathways were composed as exemplar tools for supporting teachers. Results at the end of the curriculum project showed that positive opinions about modular context-based teaching were expressed by about half of the interviewed teacher-innovators and about one-third of the teacher-followers. Nevertheless, negative opinions were expressed by an important minority of teachers. Implications for empowering teachers for modular context-based chemistry education are discussed.

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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Sarkar Arani, Mohammad Reza, and Keisuke Fukaya. "Japanese National Curriculum Standards Reform: Integrated Study and Its Challenges." Educational Practice and Theory 29, no. 1 (January 1, 2007): 17–34. http://dx.doi.org/10.7459/ept/29.1.03.

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Harris, Neville S. "The Education Reform Act 1988 – National curriculum: framework or straitjacket?" Education and the Law 1, no. 3 (January 1989): 105–12. http://dx.doi.org/10.1080/0953996890010303.

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Yin, Hongbiao, John Chi-Kin Lee, and Wenlan Wang. "Dilemmas of leading national curriculum reform in a global era." Educational Management Administration & Leadership 42, no. 2 (October 24, 2013): 293–311. http://dx.doi.org/10.1177/1741143213499261.

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Campbel, Sharon. "Education and Curriculum Reform: The Impact They Have On Learning." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 1074–82. http://dx.doi.org/10.33258/birle.v3i2.1036.

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Globally, there has been a breakdown in the area of science education; therefore there is a great need for curriculum reform so that the vision and mission will be clearly stated and that the stakeholders will be fair when redesigning the curriculum so that it satisfies the needs of students. There have been recommendations for education programs emphasized issues, such as updated scientific and technologic knowledge, application of contemporary learning theory and teaching strategies” (Bybee & McInerne, 1995). Also, there is a consensus amongst science teachers that students’ study too many areas, without enough depth in each, therefore, a reform of the curriculum is of great need. Rodger W. Bybee of The National Academy of Science also reveals that the level of support for curriculum reform is unprecedented in the history of American education. Additionally, the curricula in middle schools contain too many disconnected themes. In addition, each topic is given equal priority which discourages the in-depth study of foundational topics. It is therefore recommended a revised curriculum that emphasizes a more practical set of foundational themes and concepts are needed in the study of science. For this study, the researcher used a combination of methods to gather data that was then analyzed. Questionnaires, surveys and observation were the channels to acquire information. The purpose of the study is to examine if education and curriculum reform can impact the way we learn, and how. The analyzed data will be used for further research as well as to influence curriculum reform in educational systems.

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Lundahl, Christian. "Progressiva koalitioner, (inter)nationella influenser och kunskapsmätningar i reformarbetet med svensk läroplan, ca 1930–1950." Nordic Journal of Educational History 1, no. 1 (May 5, 2014): 59–79. http://dx.doi.org/10.36368/njedh.v1i1.34.

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Progressive Coalitions, (Inter)National Influences and Knowledge Assessments in Swedish Curriculum Reform, ca 1930–1950Insight gained through assessments and international precedents are two strategies typically used to reform national curricula in modern educational systems. The present article illustrates how a progressive movement in Sweden used its participation in the International Examination Inquiry, not as source of ideas or methods, but as an experience of urbanity that lent credence to its proposed solutions to national educational issues. It will be shown how this movement used the IEI to promote and establish a particular institute in Sweden, the Swedish Institute for Educational Psychology (SPPI), an institute that came to re/produce a psychology-laden educational termino-logy directly affecting Swedish curricula for years to come.

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Zhou, Ming. "Reflection of the Teaching Reform of Environmental Art Design." Applied Mechanics and Materials 275-277 (January 2013): 2701–5. http://dx.doi.org/10.4028/www.scientific.net/amm.275-277.2701.

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Art design creative talent training can’t be separated from the teaching reform in colleges and universities, and the mission of art design creative talent training will be accomplished by the system of creative curriculum of the speciality eventually. The article reflects of environmental art design teaching reform currently provided from both creative thinking training and national design concept, renews the ideas, changes the thinking, reforms teaching system, adjusts the aims and service directions and explores the talent training mode to meet the social needs.

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Sullanmaa, Jenni, Kirsi Pyhältö, Tiina Soini, and Janne Pietarinen. "Trajectories of Teachers’ Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform." Curriculum and Teaching 34, no. 2 (October 1, 2019): 27–49. http://dx.doi.org/10.7459/ct/34.2.03.

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Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers’ (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support to arrive at a coherent understanding of the curriculum over the process of its development and implementation.

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Sood, Rita, and N. Ananthakrishnan. "Reforming Medical Curriculum in India in Recent Years." International Journal of User-Driven Healthcare 2, no. 1 (January 2012): 1–13. http://dx.doi.org/10.4018/ijudh.2012010101.

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India has the largest medical education system in the world with 335 medical schools producing about 40,000 medical graduates every year. Most medical schools follow the traditional discipline based medical curricula with division of course into pre-clinical, para-clinical, and clinical phases spread over four and a half years followed by one year of internship. The relevance of training to the societal needs has often been questioned. Attempts have been made repeatedly at reforming the undergraduate curricula and, less frequently, the post graduate medical curricula. Though curricular innovations have been initiated and institutionalized in few medical schools in India over the past two decades, repeated attempts to bring about change at a national level have not met with success. In this paper, the authors share the various conflicts that were often observed during such curriculum reform initiatives and strategies to resolve these conflicts.

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Herold, Frank. "‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England." European Physical Education Review 26, no. 4 (February 20, 2020): 920–37. http://dx.doi.org/10.1177/1356336x19892649.

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This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.

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England, J. Merton. "The National Science Foundation and Curriculum Reform: A Problem of Stewardship." Public Historian 11, no. 2 (1989): 23–36. http://dx.doi.org/10.2307/3378293.

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Halpin, David. "National curriculum reform in China and England: Origins, character and comparison." Frontiers of Education in China 5, no. 2 (May 21, 2010): 258–69. http://dx.doi.org/10.1007/s11516-010-0017-y.

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Pullin, Diana. "Learning to Work: The Impact of Curriculum and Assessment Standards on Educational Opportunity." Harvard Educational Review 64, no. 1 (April 1, 1994): 31–55. http://dx.doi.org/10.17763/haer.64.1.l44t02622p7741gl.

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The increased involvement of business in fostering school reform, and the subsequent focus on setting standards for curriculum and assessment, raise a number of questions rooted in public policy and law. In this article, Diana Pullin provides a valuable analysis of the legal issues in current education reform proposals — the Secretary's Commission on Achieving Necessary Skills (SCANS), Goals 2000, and the report of the National Council on Education Standards and Testing (NCEST) — that attempt to link education and employment through assessment and curriculum. She also offers important insights into the complexities that we must consider if these proposals are truly to advance our commitment to equity. The author dissects the issues in governance, contrasting the national assessment programs called for in both SCANS and NCEST with federal approaches, and, given the inherent "high-stakes" nature of these assessments, foresees problems with validity, reliability, and fairness. She explores the grounds for due process and equal protection challenges, and details the legal protections against discrimination in employment that might be applied in cases of employment-related curriculum and assessment. In the end, Pullin asserts that those who have historically been denied equal educational opportunity are most likely to bring legal challenges to reforms that use assessment to link schools and work, and concludes that only those reforms that are fair and equitable will be legally defensible.

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Babbitt, Beatrice C., and Virginia Usnick. "Hypermedia: a Vehicle for Connections." Arithmetic Teacher 40, no. 8 (April 1993): 430–32. http://dx.doi.org/10.5951/at.40.8.0430.

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In recent years, numerous reports have called for reform in American education in general and mathematics education in particular (e.g., Leitzel[1991]; NCTM [1991]; National Research Council [1989, 1990, 1991]). One suggested reform is revamping the curriculum to include mathematics more relevant to society and student current needs. In addition to changing the curriculum. these report have recommended changes in the method used to teach the curriculum. Among the suggested changes in methodology are an increased use of technology and opponunities for students to connect mathematical ideas.

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Chimbi, Godsend T., and Loyiso C. Jita. "Emerging Trends in Metaphoric Images of Curriculum Reform Implementation in Schools: A Critical Literature Review." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 194–210. http://dx.doi.org/10.26803/ijlter.20.6.10.

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Curriculum reform is often difficult to conceive, disseminate, and implement, resulting in the use of metaphors to make sense of how changes initiated at national level are enacted in schools. This theoretical paper, which employs Critical Metaphor Analysis (CMA), constructs an account of emerging trends in metaphoric language to unlock the complexity of reform implementation. A deductive critical review of literature was adopted as the qualitative design to glean insights into how metaphors have been used to shape mental images of curriculum reform across time and space. Findings indicated converging and diverging trends in metaphoric semantics. While some studies have equated curriculum change to a battlefield and a ghost of control, others have likened reform implementation to driving through the fog or wearing a donated gown of the wrong size. School reform has also been portrayed as a journey, a jigsaw puzzle, and a gardening project demanding meticulous planning and concentration. The unique contribution of this research is the clustering of reform metaphors into a three-tiered spectrum of pessimism, ambiguity, and optimism, thereby extending insights into the dynamics of curriculum enactment. Strategic implementation is recommended so that curriculum reform may be couched in metaphors of hope instead of anger and confusion.

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Bari, Faisal. "Pakistan’s Education Reform Test." Current History 120, no. 825 (April 1, 2021): 133–39. http://dx.doi.org/10.1525/curh.2021.120.825.133.

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The Pakistani Constitution promises “free and compulsory” education for all, but 20 million children are not in school. Many who are enrolled receive poor-quality education: surveys show Pakistani students ranking among the lowest achievers in the world. This has led families in all but the lowest income groups to seek private alternatives for their children, weakening the constituency for improved public schools. Under Prime Minister Imran Khan, the government has pushed for a Single National Curriculum. Critics contend that it will not address lack of access or the poor quality of education, but that it could lead to restrictions on school choice, provincial autonomy, and linguistic diversity, while imposing a narrow vision of national identity.

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Mitchell, Terence Nigel. "Curriculum development: panacea or poison?" Tuning Journal for Higher Education 2, no. 2 (June 30, 2015): 341. http://dx.doi.org/10.18543/tjhe-2(2)-2015pp341-355.

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The November 2014 issue of the Tuning Journal appeared under the theme “Policy and Implementation: Actions for Curriculum Reform”. This article is a personal reflection on the role of curricula in achieving the aims of the European Higher Education Area (EHEA) and beyond. Its background is the postulate that the most important goals of the Bologna Process are essentially the improvement of mobility and recognition at all levels of higher education. Curricula can be used to encourage mobility and recognition or to hinder them, but as an element of the education process they have been treated very unevenly during the development of the EHEA. Well-designed curricula are vital, but must not be misused. In the European climate of today, the development of regional, national or even international curricula is neither possible nor necessary.

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Carroll, William M. "Brief Report: Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test." Journal for Research in Mathematics Education 28, no. 2 (March 1997): 237–42. http://dx.doi.org/10.5951/jresematheduc.28.2.0237.

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Over the past decade, there has been a call for major reforms in mathematics education, from classrooms where students memorize facts and practice algorithms to classrooms in which reasoning and understanding are given more emphasis (National Council of Teachers of Mathematics [NCTM], 1989, 1991, 1995). In response, a number of curricula have been developed that attempt to meet this vision. One reform curriculum in widespread usage is the University of Chicago School Mathematics Project's (UCSMP) elementary curriculum, Everyday Mathematics. In the UCSMP curriculum, students work in small groups exploring mathematics in real-life contexts, using calculators, manipulatives, and other mathematical tools from kindergarten onward. In contrast to traditional curricula, students are encouraged to use these tools or to “invent” their own computational algorithms to solve problems, and the sharing of their alternative solution methods is a regular part of class discussions. Additionally, problems are nearly always application-based and never presented as sets of symbolic problems. For example, in a second-grade UCSMP lesson, students are given a picture depicting various animals and their heights or lengths. During this activity, students work in small groups to construct number stories that compare the animal heights and then to find a solution method. In the follow-up discussion, students share their stories and solution procedures and offer alternative methods.

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Sullanmaa, Jenni, Kirsi Pyhältö, Janne Pietarinen, and Tiina Soini. "Curriculum coherence as perceived by district‐level stakeholders in large‐scale national curriculum reform in Finland." Curriculum Journal 30, no. 3 (July 3, 2019): 244–63. http://dx.doi.org/10.1080/09585176.2019.1607512.

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Lumadi, Mutendwahothe Walter. "School finance reform for curriculum innovation: An equity prospect." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2027.

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The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners’ achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa’s Dinaledi (stars).

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Chichekian, Tanya, Annie Savard, and Bruce M. Shore. "The Languages of Inquiry: An English-French Lexicon of Inquiry Terminology in Education." LEARNing Landscapes 4, no. 2 (April 2, 2011): 93–109. http://dx.doi.org/10.36510/learnland.v4i2.389.

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Contemporary curricular reform efforts are underway in many countries toward adopting and implementing inquiry-based approaches to teaching and learning on a provincial and national level. Buzzwords associated with inquiry-based pedagogy have been used to express similar ideas in bilingual educational communities, but rarely with a direct one-to-one correspondence.We present and explain the meaning of 10 initial key terms from inquiry in education, in English and French.They represent the beginning steps to guide teachers and curriculum developers who are exposed to both the French and English inquiry traditions to translate ideas and curriculum consistently

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Hazin, Mufarrihul, and Nur Wedia Devi Rahmawati. "KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM (Studi Histori dan Regulasi di Indonesia)." Journal EVALUASI 5, no. 2 (September 11, 2021): 293. http://dx.doi.org/10.32478/evaluasi.v5i2.745.

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The curriculum becomes an important component in education. Therefore, the development of curriculum in Islamic education is an inevitability, because change must happen with the times. Therefore, the purpose of this writing will be to review the policy of developing of islamic education curriculum, especially in Indonesia by taking into history and regulations. This article uses library research method with content analysis approach. The results showed that the Curriculum Development of Islamic Education in the historical review from the independence period to the reform era continues to change according to the conditions and needs. The development of Islamic education curriculum is divided into 3 periods; i.e. first, the old order period, there were 3 changes, namely the curriculum in 1947, 1952, and the curriculum in 1964; second, the new order period, there were 4 changes, the curriculum 1968, 1975, 1984, and curriculum 1994; third, the reform period, there have been 3 changes, the 2004 curriculum (KBK), curriculum 2006 (KTSP), curriculum 2013 used until now. While in the review of islamic education curriculum regulation there are 4 categories, first, the regulation of madrasah curriculum follows Law Number 20 of 2003 about national education system; second, the regulation of pesantren curriculum follows Law Number 18 of 2019 about Pesantren; third, the regulation of islamic religious college curriculum induces Law Number 12 of 2012 about higher education; and fourth, the regulation of Islamic religious education curriculum for schools / public campuses induces Law Number 20 of 2003 about natioal education system.

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Ubani, Martin, Elisa Hyvärinen, Jenni Lemettinen, and Elina Hirvonen. "Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum." Religions 11, no. 11 (November 4, 2020): 581. http://dx.doi.org/10.3390/rel11110581.

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The purpose of this article is to discuss how religious and non-religious diversity are addressed in the current national core curriculum for religious education (RE) in basic education in Finland. We first discuss the educational developments behind the Finnish curricular reform, and then focus on issues related to RE and RE research in Finland. We then describe the key contextual contributors to the current RE curriculum in basic education before proceeding to examine how diversity is addressed in the curriculum. Based on our examination, we identify four themes in the curriculum: inter-religious diversity, religious and non-religious worldviews, cultural diversity, and dialogue skills. In RE, diversity is largely addressed within a framework of religion and multiculturality. The article ends with a call for renewal of research foci in RE.

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ABBOTT, JARED A., HILLEL DAVID SOIFER, and MATTHIAS VOM HAU. "Transforming the Nation? The Bolivarian Education Reform in Venezuela." Journal of Latin American Studies 49, no. 4 (July 13, 2017): 885–916. http://dx.doi.org/10.1017/s0022216x17000402.

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AbstractThe Chávez government introduced a ‘Bolivarian’ national curriculum to promote radically different understandings of Venezuelan history and identity. We place the fate of this reform initiative within the broader study of state formation and nationalism. Scholars have long identified mass schooling as the key institution for socialising citizens and cultivating national loyalties, and many states have attempted to alter the nationalist content of schooling with these ends in mind. Venezuela constitutes an ideal case for identifying the specific conditions under which transformations of official national ideologies do and do not gain broader resonance. Using evidence derived from textbook analysis and semi-structured interviews with educational officials and teachers in Caracas, we highlight a new argument, showing that intrastate tensions between the central government and teachers, heightened by a well-established cultural machinery and by teachers’ increasing exclusion from the Chavista political coalition, explain the limited success in government efforts to implement Bolivarian nationalism through the school curriculum.

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Zheng, Pengyi, Xijuan Wang, and Juanjuan Li. "Exploration and practice of curriculum ideological and Political Construction Reform ——Take "information security" course as an example." ASP Transactions on Computers 1, no. 1 (May 17, 2021): 1–5. http://dx.doi.org/10.52810/tc.2021.100020.

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According to the goal of " Curriculum ideological and politics", taking information security course as an example, focusing on the leading ideology facing the frontier of international scientific application, facing the national major needs and facing the main battlefield of economy, through the penetration of Frontier Science and technology and national security regulations into the curriculum practice, the teaching cases in the information security course are excavated, and a set of Curriculum System Integrating Ideological and political and curriculum content is formed. Cultivate and practice the socialist core values and guide students to be human and do things correctly.

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Cumming, Carol. "CPD: Support strategies for professional learning, national initiatives and major curriculum reform." Improving Schools 14, no. 2 (July 2011): 145–55. http://dx.doi.org/10.1177/1365480211407336.

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Ravitch, Diane. "National Standards and Curriculum Reform: A View from The Department of Education." NASSP Bulletin 76, no. 548 (December 1992): 24–29. http://dx.doi.org/10.1177/019263659207654804.

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Jablonover, Robert S., Dionne J. Blackman, Eric B. Bass, Gail Morrison, and Allan H. Goroll. "Evaluation of a national curriculum reform effort for the medicine core clerkship." Journal of General Internal Medicine 15, no. 7 (July 2000): 484–91. http://dx.doi.org/10.1046/j.1525-1497.2000.06429.x.

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Yin, Hongbiao. "Implementing the National Curriculum Reform In China: A Review of the Decade." Frontiers of Education in China 8, no. 3 (September 2013): 331–59. http://dx.doi.org/10.1007/bf03396979.

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Cosma Oneţ, Mihaela-Gabriela. "Towards a Transdiciplinary Systemic Approach to National Heritage-Based Learning. Curricular Insights into the Romanian Art Education Reform in the Glocal Transformative Age." Educatia 21 20 (April 28, 2021): 110–19. http://dx.doi.org/10.24193/ed21.2021.20.14.

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The aporia of the collapsology threats in the contemporary era of globalization, as well as our need for psychosocial-ecological resilience and well-being have shown the crucial imperative to improve education. Thus, it is through innovating the curriculum design and its intimate features that humanity will be able to restore the world’s health and wealth. Consequently, the author stresses an original approach to curricula renewal in order to bridge the gap between school and society while building students’ 21st century competencies. Given the challenges of today’s technological and glocal era, new transformative learning pathways have been established by considering transdiciplinarity as theoretical reference. Hence, this study develops a theoretical systemic model to design a national heritage-based learning curriculum, which underpins collaborative and experiential learning. Likewise, through a transferable competency-based curriculum on national heritage, students undergo a transpersonal well-being as a holistic character-building process.

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Liu, Rong. "Reform of the history curriculum in China’s secondary schools." Science and School, no. 4, 2020 (2020): 207–14. http://dx.doi.org/10.31862/1819-463x-2020-4-207-214.

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China is a country that attaches much importance to historical education, inherits Chinese culture and revives the national spirit through historical education. Over the past hundred years, especially since the founding of New China (PRC), historical education in secondary schools has made significant progress despite the country’s development difficulties. The article analyzes the achievements in reforming history education in secondary schools in terms of improving, evolving, and changing the history curriculum. The reform has been carried out with a view to improving historical education in secondary schools in PRC. The article will be useful for the exchange of experience in historical education between the PRC, Russia and other interested countries.

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Journal articles on the topic 'National curriculum reform'

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