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Curriculum studies in the United States : present circumstances, intellectual histories
\"\"What William Pinar accomplishes in this text defines the present state of the field and offers both a hope and a method for the continued development of the discipline of curriculum studies. Texts that follow after and from this work will arrive into the nest Pinar has created here\"--Back cover.
Book
Digital Innovation as a Fundamental and Powerful Concept in the Information Systems Curriculum
The 50-year march of Moore’s Law has led to the creation of a relatively cheap and increasingly easy-to-use world-wide digital infrastructure of computers, mobile devices, broadband network connections, and advanced application platforms. This digital infrastructure has, in turn, accelerated the emergence of new technologies that enable transformations in how we live and work, how companies organize, and the structure of entire industries.
As a result, it has become important for all business students to have a strong grounding in IT and digital innovation in order to manage, lead, and transform organizations that are increasingly dependent on digital innovation. Yet, at many schools, students do not get such grounding because the required information systems core class is stuck in the past. We present a vision for a redesigned IS core class that adopts digital innovation as a fundamental and powerful concept (FPC). A good FPC serves as both a foundational concept and an organizing principle for a course.
We espouse a particularly broad conceptualization of digital innovation that allows for a variety of teaching styles and topical emphases for the IS core class. This conceptualization includes three types of innovation (i.e., process, product, and business model innovation), and four stages for the overall innovation process (i.e., discovery, development, diffusion, and impact). Based on this conceptualization, we examine the implications of adopting digital innovation as an FPC. We also briefly discuss broader implications relating to (1) the IS curriculum beyond the core class, (2) the research agenda for the IS field, and (3) the identity and legitimacy of IS in business schools.
Journal Article
Curriculum and ideology
We study the causal effect of school curricula on students’ political attitudes, exploiting a major textbook reform in China between 2004 and 2010. The sharp, staggered introduction of the new curriculum across provinces allows us to identify its causal effects. We examine government documents articulating desired consequences of the reform and identify changes in textbooks reflecting these aims. A survey we conducted reveals that the reform was often successful in shaping attitudes, while evidence on behavior is mixed. Studying the new curriculum led to more positive views of China’s governance, changed views on democracy, and increased skepticism toward free markets.
Journal Article
What Students Learn in Economics 101
We make the case for a shift in what students learn in a first economics course, taking as our exemplar Paul Samuelson's paradigm-setting 1948 text. In the shadow of the Great Depression, Samuelson made Keynesian economics an essential component of what every economics student should know. By contrast, leading textbooks today were written in the glow of the Great Moderation and the tamed cyclical fluctuations in the two decades prior to 2007. Here, using topic modeling, we document Samuelson's novelty and the evolution of the content of introductory textbooks since, and we put forward three propositions. First, as was the case in the aftermath of the Great Depression, new problems now challenge the content of our introductory courses; these include mounting inequalities, climate change, concerns about the future of work, and financial instability. Second, the tools required to address these problems, including strategic interaction, limited information, principal–agent models, new behavioral foundations, and dynamic processes including instability and path dependence, are available (indeed widely taught in PhD programs). And third, as we will illustrate by reference to a new open access introductory text, a course integrating these tools into a new benchmark model can be accessible, engaging, coherent and, as a result, successfully taught to first-year students. Deployed to address the new problems, following Samuelson's example, the new benchmark provides the basis for integrating not only micro- and macroeconomics but also the analysis of both market failures and the limits of government interventions.
Journal Article
Exploring the relationship between fundamental motor skill interventions and physical activity levels in children
Physical activity provides many health benefits, yet few children meet the physical activity recommendations. In school-age children, low proficiency in fundamental movement skills (FMS) is associated with low physical activity (PA). It is unknown if the same relationship exists in pre-schoolers (aged 3-5 years). The aims of this review were to firstly evaluate interventions for improving FMS and PA levels in children aged 3-5 years and 5-12 years, and secondly to determine, where possible, if there is a similar relationship between change in FMS and change in PA across both age groups. A systematic search of electronic databases was conducted up until 20 July 2017. Controlled trials that implemented an FMS/PA intervention and measured PA levels (objective/subjective) and FMS (objective) in healthy children between the ages of 3 and 12 years were included. Sub-analysis was conducted based on the type of intervention (teacher-led [TL] or teacher educated), sessions per week (( 3 or )= 3) and age group. Search terms yielded 17,553 articles, of which 18 met the inclusion criteria. There was significant improvement in FMS with TL interventions of three or more sessions per week (standardised mean difference = 0.23 [0.11-0.36]; p = 0.0002). In TL interventions, there was a strong negative correlation between moderate-vigorous physical activity (MVPA) and sedentary behaviour (SB) (r = - 0.969; p = 0.031). There are limited studies measuring both FMS and PA following an FMS intervention, especially in school-aged children. Results indicate that training pre-schoolers at least three times a week in FMS can improve proficiency, increase intensity of PA, and reduce SB, possibly helping to reduce the burden of childhood obesity and its associated health risks. (Autor).
Journal Article
Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education
This exploratory study analyzes the extent of alignment between the formal and hidden curricula in responsible management education (RME). Based on case study evidence of a school that has signed the United Nations Principles for Responsible Management Education (PRME), we found poor alignment between the school's explicit RME claims and students' lived experiences. While the formal curriculum signaled to students that RME was important, the school's hidden curriculum sent a number of tacit messages that led students to question the relevance and applicability of responsible management. The tacit messages that students received occurred along three \"message sites\" related to (a) how the formal curriculum was delivered, (b) how students and lecturers interacted, and (c) how the school was governed. On the basis of these findings we develop a proposition that can guide further research in this area, i.e., the connotative level of language use is an important site of misalignments between what lecturers say in relation to RME (e.g., in a syllabus) and how students interpret the meaning of their lecturers' words. We also discuss further implications of our findings for strengthening the alignment between schools' formal RME claims and their hidden curriculum.
Journal Article
A framework for K-12 science education
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.
A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.
A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
eBook
Digital competences of the workforce – a research topic?
Purpose
Considering working in the digital age, questions on the consequences for the individual workers are, so far, often neglected. The purpose of this paper is to deal with the question of whether the digital competences of the workforce is a research topic. The authors argue for the thesis that it is indeed a research topic.
Design/methodology/approach
In addition to a literature analysis of the top IS, HR, and learning publications, non-scientific sources, as well as the opinions of the authors, are included. The authors’ thesis is challenged through a debate of corresponding pros and cons.
Findings
The definition of digital competences lacks scientific depth. Focussing on the workforce is valid, as a “lifelong” perspective is not mandatory for research. Digital competence research is a multidisciplinary task to which the IS field can make a valuable contribution.
Research limitations/implications
Although relevant references are included, some aspects are mainly driven by the opinions of the authors. The theoretical implications encompass a call for a scientific definition of digital competences. Furthermore, scholars should focus on the competences of the workforce, including occupations, roles, or industries. The authors conclude by providing a first proposal of a research agenda.
Practical implications
The practical implications include the alignment of multiple stakeholders for the design of “digital” curricula and the integration by HR departments of the construct of digital competences, e.g. for compensation matters and job requirements.
Originality/value
This paper is one of very few contributions in the area of the digital competences of the workforce, and it presents a starting point for future research activities.
Journal Article
Challenges of school resources management for curriculum delivery in South African Rural High Schools: Principals' perceptions on the way forward
Various existing studies have established the multi-faceted nature of social inequalities in South Africa. The social inequalities also segregate schools into urban and rural schools, with adequate or lack of infrastructure influencing learners' performances in various South African schools. Hence, school principals are expected to manage the available resources to attain curriculum delivery and the whole school's performance. This qualitative study explored principals' perspectives on managing uneven school resources to achieve the goals and objectives of the education system. This study adopted an interpretive paradigm to understand the voices of 20 rural school principals in semi-structured interviews. The principals were purposively selected from 20 rural schools in King Cetshwayo district in KwaZulu-Natal. The audio-recorded interviews were thematically analysed to generate themes for findings and discussion. Findings revealed that most rural schools need more adequate school resources, and the principals need more support to attain quality curriculum delivery in schools adequately. The principals also lamented the high expectations placed on their schools for the academic excellence of their learners. Thus, the contents of each subject curriculum could not be efficiently unpacked and delivered to learners. The study, therefore, recommends improvement in resource provision to rural schools. At the same time, principals should be capacitated on effectively managing available school resources to achieve desired and efficient curriculum implementation in rural schools.
Journal Article