Gotowe bibliografie tematyczne / Curriculum reconceptualising

Gotowa bibliografia na temat „Curriculum reconceptualising”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "Curriculum reconceptualising"

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Hughes, Arthur. "Reconceptualising the Art Curriculum". Journal of Art & Design Education 17, nr 1 (luty 1998): 41–49. http://dx.doi.org/10.1111/1468-5949.00104.

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Parker, Jan. "Reconceptualising the curriculum: from commodification to transformation". Teaching in Higher Education 8, nr 4 (październik 2003): 529–43. http://dx.doi.org/10.1080/1356251032000117616.

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Howard, Arianna, Ashley Patterson, Valerie Kinloch, Tanja Burkhard i Ryann Randall. "TheBlack Women’s Gathering Place: reconceptualising a curriculum of place/space". Gender and Education 28, nr 6 (18.09.2016): 756–68. http://dx.doi.org/10.1080/09540253.2016.1221895.

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Mpungose, Cedric Bheki. "Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context". International Journal of Higher Education 10, nr 2 (26.11.2020): 116. http://dx.doi.org/10.5430/ijhe.v10n2p116.

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Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.
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Maher, Damian. "The importance of elementary school students’ social chat online: Reconceptualising the curriculum". Computers & Education 53, nr 2 (wrzesień 2009): 511–16. http://dx.doi.org/10.1016/j.compedu.2009.03.009.

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Ferns, Sonia, i Linda Lilly. "Driving institutional engagement in WIL: Enhancing graduate employability". Journal of Teaching and Learning for Graduate Employability 6, nr 1 (15.02.2016): 116–33. http://dx.doi.org/10.21153/jtlge2015vol6no1art577.

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Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focussing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is required in order to address these societal demands. Embedding the development of employability capabilities in curriculum to ensure work-ready graduates is a priority for Curtin University as it aspires to provide authentic learning experiences where students apply theoretical concepts in real-world settings. Scaffolding skill development across curriculum is fundamental to quality curriculum design. Flexible industry and community partnerships are integral to implementing a practice-based curriculum, enabling the development of professional practice to be an integral component of the degree program. This paper presents a three-year Strategic Project, which aimed to enrich the student experience through establishing an institutional framework for WIL, as a case study to inform further WIL initiatives. It outlines strategies implemented to achieve the strategic goals, to introduce innovative approaches for establishing an institutional framework, and to enhance the student experience through WIL.
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Page, Susan. "Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning". Australian Journal of Indigenous Education 43, nr 1 (sierpień 2014): 21–30. http://dx.doi.org/10.1017/jie.2014.4.

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Indigenous Studies can be both exciting and challenging for teachers and students. This article will examine how an existing learning theory can be harnessed to help teachers better understand these challenges and manage some frequently seen student behaviours. Much of the discussion in Indigenous Studies pedagogy to date has focused on the curriculum and what we should be teaching, with a growing body of literature, for example, related to the inclusion of Indigenous Knowledges. However, there is less written about how students learn in Indigenous Studies. Drawing on the notion of the Cultural Interface and the ‘zone of proximal development’ to highlight the complexity of Indigenous Studies classrooms as a site of necessary struggle for students, the article considers possibilities for reconceptualising and reorienting teaching. The paper explores using the threshold concepts framework to gather evidence about how students learn or indeed don't learn, in Indigenous Studies. Threshold concepts are key ideas, critical to mastering discipline specific knowledge, which facilitate students’ ability to think like a discipline experts.
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Holloway, Sarah L., i Helena Pimlott-Wilson. "Reconceptualising play: Balancing childcare, extra-curricular activities and free play in contemporary childhoods". Transactions of the Institute of British Geographers 43, nr 3 (26.03.2018): 420–34. http://dx.doi.org/10.1111/tran.12230.

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Lichy, Jessica, i Tatiana Khvatova. "Rethinking solutions for re-balancing the education–job mismatch". Journal of Management Development 38, nr 9 (6.11.2019): 733–54. http://dx.doi.org/10.1108/jmd-03-2018-0070.

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Purpose In the international graduate job market, education–job mismatches are affecting recruitment, and consequently efficiency. The purpose of this paper is to identify a widening gap in “global operating skills”, then put forward a structure for addressing the education–job mismatch, based on data gathered from higher education teachers and graduate recruiters. Framed as a case examining the contemporary context in Russia, the objective is to identify a cross-cultural management (CCM) skills set for graduates who are pursuing a career in an international environment. The study therefore has implications for managers and educators who work in this sector. Design/methodology/approach The study identifies a number of factors that need to be taken into account for developing CCM competence among graduate job seekers. Set in the specific case of a Russian higher education institutions and one of its international partners, stakeholder theory is used for theoretical underpinning and data collection. A qualitative-oriented mixed-methods approach was designed to: explore the education–job mismatch by using documentary sources and direct observations; collect data in a three-step sequence (focus groups, interviews and interactive seminar). Findings The key findings revealed the extent of the education–job mismatch. Specifically: a lack of transferable CCM skills, mismatch between the provision of CCM skills development in higher education and the needs of recruiters, and curriculum shortfall in terms of CCM skills. Furthermore, areas such as cross-cultural communication and cross-cultural awareness require urgent attention; new approaches are needed to enhance the knowledge transfer of CCM skills to students, in order to better equip them to work in an increasingly international workplace. Research limitations/implications The enquiry provides a snapshot of knowledge transfer regarding CCM skills based on a particular case, from the perspective of teachers and recruiters. While care was taken to respect the language and cultural norms, the interview guide captured only a narrow dimension of the subject area. The modest size of the sample does not allow any generalisations when interpreting the data. The findings should not be applied to other national contexts, disciplines or sectors. Practical implications The authors put forward actions for enhancing the implementation of an international education programme (IEP), emphasising the importance of co-creating with stakeholders. The distinguishing features of an IEP are identified and a framework for explaining the opportunities generated by such a programme is developed. Failing to address the “skills gap” may trigger long-term ramifications for both business and society. Social implications Academics and students claim to be dissatisfied with the current delivery of CCM skills. The identification of an education–job mismatch implies that CCM skills are not being effectively transmitted within higher education. This study sets out to identify and explain the current situation of CCM skills development in contemporary society. The genesis of this study stems from the topical debate surrounding reconceptualising higher education to reflect a more international-oriented approach. Originality/value Research into CCM is frequently undertaken from an Anglo-centric perspective, or sets out to compare an “Anglo” environment with a non-Anglo setting. Few CCM studies are set in the context of a contemporary Post-Soviet society.
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Carson, Luke. "Second Language Use as a Threshold Concept: Reconceptualising Language Learning Journeys". International Journal of Education 9, nr 2 (26.05.2017): 34. http://dx.doi.org/10.5296/ije.v9i2.11315.

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While the word ‘threshold’ is used in language learning frameworks, a threshold concept from a learning theory perspective refers to a “transformed way of understanding” (Meyer & Land, 2006), that brings with it an ontological shift in the minds of learners. This paper discusses the possibility that the jump from learning a language to learning and using a language in certain contexts may be such a threshold concept in certain EFL contexts. This discussion follows a mapping of the characteristics of threshold concepts onto the act of learning a language for the purpose of communicative competence. This understanding posits that active communication in a foreign language can be both simultaneously more difficult and more meaningful than educators may always recognise. Drawing on what learning theory has discovered about ‘troublesome’ learning, the discussion provides a reframing of some learner journeys to becoming communicators. This paper discusses this issue from three perspectives. Firstly, it outlines what learning theory and theorists have discovered about threshold concepts. Secondly, it puts forward the notion that in some university contexts (with specific reference to Japanese university EFL contexts), active communication in a second language may be a threshold concept for students who are still second language ‘communication novices’. Finally, it discusses some of the curricular, instructional and assessment design implications of this position.
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Rozprawy doktorskie na temat "Curriculum reconceptualising"

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Sellers, Warren William, i w. sellers@paradise net nz. "Picturing currere towards c u r a: Rhizo-imaginary for curriculum". Deakin University. School of Education, 2008. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081010.054220.

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This critical inquiry in curriculum studies uses poststructuralist and Deleuzian rhizomatic approaches alongside an original 'picturing' methodology. The author genealogically maps historical and contemporary curriculum theorising to deconstruct curriculum 'development' and foreground currere (curriculum reconceptualising). In performing Deleuzian philosophy, his proposed c u r a reimagines curriculum via currere to envision generatively living-learning
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Swartz, Jennifer-Hellen. "Reconceptualising assessment practices in South African schools : making an argument for critical action /". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1591.

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Seetal, Surendra Seepersad. "Reconceptualising history teachers' identities within the context of changing curriculum". Thesis, 2005. http://hdl.handle.net/10413/3214.

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Teachers are considered by most policymakers and school change experts to be the centerpiece of educational change. Therefore, it is not surprising that many current educational reform efforts in South Africa are directed at teachers and their involvement in educational reform is seen as critical. Reforms must address the core processes of teaching and learning if they are to markedly change what happens in schools. Yet teachers respond to educational reforms in a variety of ways: some teachers push or sustain reform efforts, whereas others resist or actively subvert them. The question of addressing curriculum change in our schools has recently become a matter of contention. Teachers are finding it difficult to adjust to the changing educational policies that seek to coerce teachers into addressing curriculum change in their classrooms. In response to the changes in educational policy in the new dispensation, the teaching of history, a subject that had already experienced numerous transformations in the past, was once again faced with the challenges of a renewed curriculum framework. This study aims to capture the complexities and contradictions that are associated with a transforming educational system. More specifically it interogates the question of how history teachers see themselves within this transformation process and the impact that it has on their identities to curriculum change. Identity formation theories were used as a lens to understand the various forces that influence the identities of teachers. A number of theories were examined in order to unfold identity development from various approaches to allow for a more holistic understanding of a teacher's life career. The main question that guided this investigation was how history teachers construct their identities within the context of curriculum change. In attempting to unpack the messiness of the curriculum transformation process and at the same time to capture how history teachers are negotiating their roles and identities in post -apartheid South Africa, this research study employed a qualitative method of data collection based on a life history research tradition. The richness of information that was obtained from lengthy, open-ended interviews with six history teachers from the Kwasanti circuit, provided a sound platform on which to respond to the critical questions of the study. The data was collated to develop narrative stories with the intention of understanding teacher thinking and experiences within a broad social and historical context. The wealth of information provided by the interviews enabled the researcher to examine how these teachers were constructing their identities within the context of curriculum change. An analysis of the findings indicated that the conceptions that history teachers have about the changing curriculum are influenced by their past experiences. The study revealed that some of the major forces of influence that shaped the teachers' understanding of the changing curriculum were pragmatic and educational. Teachers come with many realities into the profession often reconstructing and creating their context based on past experiences and perceptions. Evidence from the data reveals that the plethora of policy initiatives seeking educational transformation in South Africa are to a large degree not congruent with existing teachers' beliefs . Teachers have to redefine and renegotiate their roles and identities, which is problematic because they come embedded with experiences gleaned during the apartheid era. The study concludes with a synthesis of the findings and it makes recommendations for addressing the present needs of history teachers in South Africa. The reconceptualisation of education through new policy initiatives has to refocus and look more closely at teachers' understanding of their day-to-day realities in the work environment. Teachers need to 'own' the process of change, and reform efforts need to be grounded in an understanding of teachers' professional lives and development. Teachers must see themselves as experts in the dynamics of change. To become experts in the dynamics of change, teachers must become skilled change agents.
Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2005.
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Książki na temat "Curriculum reconceptualising"

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Branding and Designing Disability: Reconceptualising Disability Studies. Routledge, 2014.

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Części książek na temat "Curriculum reconceptualising"

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Smith, Kevin. "Reconceptualising the Curriculum Cymreig". W Curriculum, Culture and Citizenship Education in Wales, 81–100. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54443-8_5.

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Lin, Kuan-Ling. "Reconceptualising storytelling as an effective curriculum practice to promote family resilience of preschoolers in Taiwan". W Teachers’ and Families’ Perspectives in Early Childhood Education and Care, 219–30. Abingdon, Oxon : New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730546-18.

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Shava, Soul, Matlala Violet Makokotlela i Headman Hebe. "Role of SDGs in Reconceptualising the Education for Sustainable Development Curriculum in Higher Education in South Africa". W Sustainable Development Goals Series, 169–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33216-7_12.

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Ng-A-Fook, Nicholas, Hembadoon Iyortyer Oguanobi i Linda Radford. "Reconceptualising transnational citizenship". W Transnational Education and Curriculum Studies, 128–51. Routledge, 2020. http://dx.doi.org/10.4324/9781351061629-9.

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Casinader, Niranjan. "Reconceptualising transnational perspectives within the Australian school curriculum". W Transnational Education and Curriculum Studies, 83–98. Routledge, 2020. http://dx.doi.org/10.4324/9781351061629-6.

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Yelland, Nicola, i Jennifer Masters. "Reconceptualising Scaffolding for New Media Contexts". W Handbook of Research on New Media Literacy at the K-12 Level, 243–56. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch015.

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This chapter will discuss the ways in teachers can support their student’s learning in new media contexts with the use of effective scaffolding techniques. The authors present two learning scenarios of children to illustrate the ways in which scaffolding pedagogies are deployed in order to enhance learning opportunities that incorporate the use of new media. In Scenario One, the Year 2 children (approximately 7 years) use digital technologies to communicate their ideas and investigations through stop-motion animation. In Scenario Two, the Year 1 children (approximately 6 years) edit digital video to create an advertisement for a new sports drink. This work is important since the use of computers and other new technologies in schools remains peripheral and is frequently an afterthought to be aligned with specific curriculum objectives and mandated learning outcomes. An important question for educators is how can we ensure and describe the learning that takes place in contexts that incorporate new media. Implicit in this is that teachers and students will guide and support each other in order to complete tasks that exemplify specific learning outcomes. Our findings suggest that the main challenges and issues for teachers with regard to new media are centered on how they might incorporate them into their pedagogical repertoire and of finding effective ways to support student learning.
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