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"Curriculum Reform"
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Knowledge and the future of the curriculum : international studies in social realism
\"Knowledge and the Future of the Curriculum: International Studies in Social Realism is about the central purpose of schooling - to provide students with equitable access to powerful curriculum knowledge that is ultimately capable of taking them beyond their experiences. This collection presents a social realist understanding of the role of knowledge as a progressive option in support of social and educational justice. It moves beyond mere critique by offering a rationale for determining what should be taught and how it should be taught. It is an account justified by a theory of knowledge that acknowledges both its social location and its emergent and objective properties. Each chapter argues in creative and innovative ways for a curriculum and pedagogy that will enable all students to access powerful knowledge\"-- Provided by publisher.
Book
Reinventing the Curriculum
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analyzing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.
eBook
A school of our own : the story of the first student-run high school and a new vision for American education
\"A School of Our Own tells the remarkable story of the Independent Project, the first student-run high school in America. Founder Samuel Levin, a high school junior who had already achieved international fame for creating Project Sprout-the first farm-to-school lunch program in the United States-was frustrated with his own education and saw disaffection among his peers. In response, he lobbied for and created a new school based on a few simple ideas about what kids need from their high school experience. The school succeeded beyond anyone's wildest expectations and went on to be featured in Newsweek, NPR, and the Washington Post. Since its beginnings in 2010, the Independent Project serves as a national model for inspiring student engagement. In creating his school, Samuel collaborated with Susan Engel, the noted developmental psychologist, educator, and author-and Samuel's mother. A School of Our Own is their account of their life-changing year in education, a book that combines poignant stories, educational theory, and practical how-to advice for building new, more engaging educational environments for our children\"-- Provided by publisher.
Book
The demise of school-developed elective courses in NSW: a case study in centralisation
PurposeIn January 2021, the state government of NSW, Australia, announced that all year 9 and 10 elective courses developed by schools will be phased out. This paper offers a brief historical account of school-developed board-endorsed courses (SDBECs) in NSW and a close analysis of the policy to phase them out.Design/methodology/approachI give an historical account of the meaning and place of SDBECs within the NSW school system, before situating the policy decision to phase them out within the broader historical and political context of curriculum reform in NSW. Finally, I offer an analysis of the discourses and framing of the policy both across curriculum review reports and in the government and public rhetoric, by examining policy documents, government media releases, news and blog articles at the time of the policy change.FindingsThis policy change and surrounding discourses are contextualised and analysed to show how the curriculum came to be blamed for a host of educational problems, and how the government arrived at their irrational yet politically expedient policy response by distorting the meaning of one metaphor: the crowded curriculum. I conclude with a reading of the policy as indicative of centralisation and de-legitimisation of teachers’ curriculum development work.Originality/valueThe convergence of state and federal discourse about curriculum as a site of cleaning up, reforming or re-organising should concern educators in Australia especially as authority over education is increasingly centralised and made vulnerable to political whim. Close studies of such minor policy decisions provide a window into how larger processes of centralisation are justified and enacted at the local level.
Journal Article
Black music matters
Black Music Matters: Jazz and the Transformation of Music Studies is among the first books to examine music studies reform through the lens of African American music, as well as the emergent field of consciousness studies. It is inspired by conversations on race and a rich body of literature on the place of black music in American culture.
eBook
The current landscape and future direction of curriculum reform in China
This article outlines the nine curriculum reforms at different stages since the founding of the People's Republic of China. Compared with the previous ones, the ninth curriculum reform emphasizes the operability of
Compulsory Education Curriculum Program and Standards (2022 edition)
, pays attention to the interpretation of
Curriculum Standards 2022
and teacher training, focuses on providing rich curriculum resources, and encourages curriculum innovation in regional and school‐based levels. In terms of practical results, the ninth curriculum reform is significant in enhancing five‐dimension integrative education and constructing the high‐quality curriculum system; implementing the “Double Reduction” policy to foster all‐rounded and harmonious development of individuals; and improving educational evaluation to promote educational ecosystem reform. Looking ahead, the Chinese government aims to enrich the content of curriculum to foster the students' moral character by establishing their global vision and comprehensive thinking. The future efforts will focus on optimizing the curriculum implementation, advancing localized implementation, and transformative approaches to nurturing students. Innovative models of curriculum reform will be further explored. Attention will be given to teacher practices, fostering increased enthusiasm and competence among teachers to actively participate in and contribute to the ongoing reform process.
Journal Article
Student activism and curricular change in higher education
While higher education is still far from universal in the United States, it plays an increasingly large role in shaping our collective understanding of what knowledge counts as legitimate and important. Therefore, understanding the college curriculum and how it is changed and shaped helps us to understand the overall dynamics of knowledge in contemporary society. This book considers the emergence of three curricular fields that have developed and spread over the past half century in American higher education - Women's studies, Asian American studies and Queer/LGBT studies. It details the broader history of their development as knowledge fields and then explains how, when, and why individual colleges and universities may choose to adopt such innovations. Based on in-depth case studies of curricular change processes at six colleges and universities across the United States, the book demonstrates that social movements targeting colleges and universities play a major role in curricular change and sets forward a new model for understanding what it takes for social movements targeting organizations to make an impact.
eBook
Re-imagining Curriculum
The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re‑imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.
eBook
Curriculum Development and Assessment Guidelines for the National Standards Project
This book is designed to make public the detailed work that has been developed for the Korean National Standards Project in two areas, namely curriculum development and assessment guideline. The first part of the book provides basic information on Korea and the Korean language, together with its structure and aims. Part Two discusses the four levels of curriculum currently present in high schools and colleges. The third section consists of assessment guidelines to the four levels available in college education.The entire framework offered here is based on the 5Cs principle (specifically Communication, Cultures, Comparisons, Connections, and Communities) promoted by American Council on the Teaching of Foreign Languages, with more fine-tuned specifications of standards for each aspect.
eBook
What Students Learn Matters
For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, other social partners and, most importantly, students. This report is one of six in a series presenting the first-ever comparative data on curriculum at the content level summarising existing literature, examining trends in curriculum change with challenges and strategies, and suggesting lessons learned from unintended consequences countries experienced with their curriculum reforms.This report highlights that economic, societal and environmental changes are happening rapidly and technologies are developing at an unprecedented pace, but education systems are relatively slow to adapt. Time lag in curriculum redesign refers to the discrepancies between the content of today’s curriculum and the diverse needs of preparing students for the future. The OECD Learning Compass can serve as a guide for adjusting to the new demands of education systems with regards to curriculum, pedagogies, assessments, governance structure, educational management, and the role of students. Innovative approaches to curriculum design that may minimise time lags include: digital curriculum; personalised curriculum; cross-curricular content and competency-based curriculum; and flexible curriculum.
eBook