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The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-21 Xinrong Yang, Jun Deng, Xiaojian Sun, Gabriele Kaiser
Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers’ learning outcomes, including aspects of their knowledge, has significantly...
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Taking modelling beyond ‘teaching morally’ and ‘teaching morality’ Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-16 Wouter Sanderse
The central question of this paper is whether and how, from a virtue ethical perspective, teacher modelling and student emulation hang together in moral education. This matters, because philosopher...
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Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-02 Sandra Cruz, Daniela Jimenez, Yulan Sun, Gabriele Kaiser, Leonor Varas
Teacher education quality and effectiveness have been at the centre of policy discussions in the last decades. As part of efforts to improve teacher preparation, law 20.903 requires Chilean univers...
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Colourism and indigeneity: the portrayal of Tuareg Amazighs in EFL textbooks in Algeria Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-03 Fadhila Hadjeris
There are quite a few studies that adopted a critical perspective to the analysis of the narrative of standardized school textbooks and their impact in the process of ‘the interpellation of individ...
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Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-03 A. Dessingué, D. A. Wagner
The importance of Critical Thinking (CT), as a set of central competences for future and present citizens and as a prerequisite for a participative democratic life, is today beyond question. Howeve...
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Education, the new politics of differentiation and ordinal citizenship Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-03 Susan L. Robertson
In this paper, I argue a new politics of ordinal differentiation and its instruments for governing education aims to make invisible a ‘low intensity civil war’ against the labouring classes. It doe...
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Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-02 Margot Joris, W. Sanderse
This study presents an inquiry into the relevance of Bildung for students in (pre-) vocational education. While Bildung has seen a remarkable revival in international educational theory, its releva...
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Tracing teachers’ change of pedagogical design capacity through professional development Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-01 Ümran Y. Nalbantoğlu, Nilay T. Bümen
Curriculum adaptation is unavoidable, according to both Turkish and international research. Deliberative adaptations, however, are not as simple as they appear, and teachers with low pedagogical de...
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The purposes of historical canons in multicultural history education Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-01 Wouter Smets
National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history i...
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From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008 Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-04-01 Mati Keynes
This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and t...
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Knowledge without disciplines: a critique of social realism’s disciplinary fixation Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-28 Keith C. Barton
Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather tha...
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Suffering and misery in history is not a tragic story: the ethical education of seeing differences between narratives Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-18 Natan Elgabsi
This article brings out ethical aspects arising in Plato’s classical critique of narrative and imitative art in The Republic, especially when it comes to reading stories about the past. Socrates’s ...
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The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-14 Lena Hollenstein, Christian Brühwiler
Effective teacher education is expected to ensure that future teachers acquire professional knowledge that is relevant for coping successfully with the requirements of their teaching practice. To s...
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List of Reviewers Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-13
Published in Journal of Curriculum Studies (Vol. 56, No. 1, 2024)
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Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-10 Farzaneh Saadati, Macarena Larrain, Anton Bastian, Patricio Felmer, Gabriele Kaiser
Improving the effectiveness of teacher professional development programmes is crucial for enhancing education, and assessing teacher professional competence is vital. This study aimed at adapting a...
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The doing of Danish Upper Secondary School in 1968. Student papers as cases of negotiation surrounding the curriculum Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-07 Anders Ljungdalh, Ane Qvortrup
The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on the...
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Curriculum leadership of cross-curricular teaching in lower secondary school – the Finnish principal as a mediator Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-03 Alex Mäkiharju, Charlotta Hilli
The study contributes to the nascent field of principals’ curriculum leadership of cross-curricular teaching. While principals’ curriculum leadership is often mentioned as a precondition when imple...
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Controversial issues in history teaching Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-03 Fredrik Alvén
Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently...
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Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-03-01 Horst Bayrhuber, Volker Frederking
Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Cons...
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Repeating and growing patterns in early mathematics textbooks Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-29 Amanda Grenell, Ellie Hine, Emily R. Fyfe
There has been increased attention to the role of explicit pattern tasks in early mathematics learning, with growing recommendations to incorporate more pattern tasks in standards and curricula. On...
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IB-PYP curriculum and teachers’ roles within IB-PYP Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-27 Erdem Aksoy, Derya Bozdoğan
This article focuses on the IB-PYP curriculum and teachers’ roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented com...
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Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through Teacher professionalism Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-16 Jina Ro
In this article, I examine how teachers can enact ‘powerful knowledge’ (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Desp...
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Construct overlap in cross-national assessment: critical thinking in the teacher education curricula of two countries Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-08 Natalia Ronderos, Sarah Foster-Heinzer, Doreen Flick-Holtsch, Richard J. Shavelson, Julián P. Mariño, Guillermo Solano-Flores, María Camila Perfetti
The significance of critical thinking (CT) has grown worldwide in recent years. In teacher education, for example, educators are expected to impart this skill to students but we lack comprehensive ...
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The power of exemplarity in religious education Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-07 David Lewin, Morten Timmermann Korsgaard
Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have ...
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Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-04 H. Rauterkus, T. Hennemann, T. Hagen, J. Krull, J. Nitz, K. Eiben, P. R. Kulawiak, L. Verbeck, C. Hanisch
Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in oth...
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Taking ’Asia as method’ seriously in decolonizing comparative curriculum studies in South Korea Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-02-06 Dugyum Kim
This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curric...
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Teachers as national curriculum makers: does involvement equal influence? Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-01-30 Tiril Smerud Finnanger, T. S. Prøitz
Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary pr...
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School physical education and disabled students: what about Paralympic sports? Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-01-24 Maria Luíza Tanure Alves, Maria João Carvalheiro Campos
School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies. This study aims to investigate the introduction of a 5-week Pa...
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Differentiating agents, differentiated patients: the production of subjects and knowledge(s) in theorizing differentiation in education Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-01-24 Barbara Schulte
Educational theorizing makes use of various tools and perspectives to understand how differentiation processes in education have emerged as responses to socio-historical developments. Drawing on a ...
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Imagined communities, social stratifications, and educational responses. Conditions of the possibility to talk about differentiation Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-01-24 Daniel Tröhler, Sophie Winkler
Our guiding thesis in this article is that the recent burgeoning discussion of differentiation in the context of education has to do with critiques of the globalization theories that have been popu...
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Problem spaces in STEM inquiry: a case analysis of an integrated curriculum Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-01-25 Tang Wee Teo
Many empirical studies about STEM (science, technology, engineering, and mathematics) curriculum present problems for students to solve. This paper draws upon the data collected from the enactment ...
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Working in the shadows: differentiation processes through and beyond the curriculum. Introduction to the special issue Journal of Curriculum Studies (IF 2.175) Pub Date : 2024-01-11 Wieland Wermke, Eva Forsberg, Barbara Schulte
The aim of this special issue is to analyze the dynamics of differentiation in education. In particular, the conceptual term of differentiation will be explored by focussing on various arenas of cu...
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Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-12-28 Madhu Narayanan, A. L. Shields, T. J. Delhagen
The work of teachers has historically been highly controlled, but one area teachers have been granted considerable autonomy is in instruction and planning. Teacher autonomy is a complex concept wit...
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The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-12-20 Sara Weuffen, Kevin Lowe, Rose Amazan, Katherine Thompson
The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be ‘cautious’ in their pedagogic engagement with First Nations perspectives in curriculum...
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Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-22 Fatih Karatas, Seval Fer
In the ever-evolving realm of educational research, the design and validation of curricula is gaining prominence. Ensuring both the internal and external validity of such designs is vital, with ext...
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Grounded collaborative learning: on the misperceived relevance of philosophy in Africa Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-22 Michael Omoge
Given a peculiar sociocultural pressure for knowledge to reap immediate socioeconomic benefits in Africa, philosophy courses have gained a very low valuation by African students. They misperceive t...
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Resources for planning and teaching mathematics: a Swedish upper-secondary school case study Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-20 Marcus Gustafsson, Jorryt van Bommel, Yvonne Liljekvist
This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions...
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Social realism and school history: the role of the historical discipline in substantive knowledge selection Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-13 Alexander Benger
This paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to cla...
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Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-13 Daniel Talbot
This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional...
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Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-13 Joandi Hartendorp, Nicole Immler, Hans Alma
The Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explor...
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Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-13 Shreya Sunderram
Postcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum b...
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A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-13 Cheryl J. Craig, Maria Assuncao Flores, Lily Orland-Barak
In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American E...
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Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-13 Roy Weintraub
Applying Arthur Chapman’s conceptualization, this article explores Religious Zionist (RZ) Holocaust education and the way it has changed over the years. Beyond RZ’s increasing influence within Isra...
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Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023) Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-11-05 Johannes König, Sandra Heine, Charlotte Kramer, Jonas Weyers, Michael Becker-Mrotzek, Jörg Großschedl, Charlotte Hanisch, Petra Hanke, Thomas Hennemann, Jörg Jost, Kai Kaspar, Benjamin Rott, Sarah Strauß
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Ou...
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Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-10-24 Amy Allen, Mason Engelhardt, Carey Stewart
Listening is necessary for effective learning. Unfortunately, outside of comprehension tasks, listening is rarely emphasized as a key component of classroom instruction. This study considers a spec...
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Half a mathematician? How preservice teachers are connected to their studied discipline Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-10-23 Simon Guse, Dorothe Kienhues, Regina Jucks
Preservice teachers study an academic discipline (e.g. mathematics) and – just like students majoring in that discipline – have a certain level of connectedness to it. While studying, students may ...
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Teacher curriculum competence: how teachers act in curriculum making Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-10-23 Dung Tran, Bronwyn Reid O’Connor
This conceptual paper puts forward the construct termed teacher curriculum competence, which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in...
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Mentor teachers’ professional vision: A study of the differences with classroom teachers and student teachers Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-09-25 Aron Decuyper, Hanne Tack, Karolien Keppens, Kristof Van Damme, Peter Lambert, Ruben Vanderlinde
A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This a...
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Knowledge and the New Zealand curriculum ‘refresh’ Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-09-20 Graham McPhail, Barbara Ormond, Alexis Siteine
This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know...
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Participation in national curriculum reform - coherence from complexity Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-09-13 Sanna-Mari Salonen-Hakomäki, Tiina Soini
National curriculum reform is a complex negotiation point of how basic education should be practiced and what role it should take in society. The question of participation in this process is centra...
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Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900 Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-09-02 Vera Moser
ABSTRACT Using the example of German special education, and the theoretical perspective of functional systems, this article shows the intertwined nature of various social processes in the formation of special education. In Germany, education in schools has been an issue of state control since the end of the 19th century, when a multi-tiered school system was established. This has been accompanied by
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National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-09-02 Eleanore Hargreaves, Laura Quick, Denise Buchanan
A considerable body of global educational literature has examined how schooling policy based on measuring and managing performance has narrowed children’s access both to curriculum breadth and to d...
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Framing curriculum making: bureaucracy and couplings in school administration Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-08-30 Wieland Wermke, Ronny Freier, Daniel Nordholm
ABSTRACT This article aims to undertake a comparative investigation of school administration to understand further the frames of curriculum making. School administration is an under-illuminated aspect of curriculum research. The paper commences from the notion that, in mass education, a school system is operationalized by many schools, which are coupled to each other and to political decisions. Here
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The racism of Maria Montessori Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-08-20 Thomas Fallace
In this historical study, the author explores the racial views of Maria Montessori as expressed in her largely forgotten 1913 book, Pedagogical Anthropology. As a physician and physical anthropolog...
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Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-08-10 John Quay, Ben Williams, Jason Pietzner, Abbey Boyer, David Browning, Adam Brodie-McKenzie
The work of teachers is regularly quizzed and questioned. The responses called for commonly implicate assessment, as this provides answers about learning, which many believe directly translate into...
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“Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-07-26 Wonyong Park, Hyunju Lee, Yeonjoo Ko, Hyunok Lee
ABSTRACT The diversifying impacts of global disasters such as climate change and COVID-19 call for systematic consideration of how disasters can be addressed in different school subjects. In this paper, we discuss how the relationship between disaster and science education has been codified and framed in South Korea through an analysis of national curriculum and policy documents in the 2010s, a period
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School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-07-27 Katarina Ståhlkrantz
ABSTRACT This study takes the policy idea of the standards-based curriculum as a point of departure. Drawing on discursive institutionalism and pragmatic institutionalism, the study’s purpose is to critically examine school principals empirically as translators, enacting Sweden’s standards-based curriculum into local schools’ practices. The data were collected through interviews with principals from
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Powerful knowledge in the social studies classroom and beyond Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-07-11 Peter N. Aashamar, Kirsti Klette
ABSTRACT This article examines how teachers and students connect disciplinary knowledge to contexts outside the classroom in naturally occurring teaching in 80 Nordic lower secondary social studies lessons using a standardized observation manual. We found evidence that teachers often connected disciplinary knowledge to students’ experiences and wider societal issues. However, our findings highlight
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Reframing curriculum for religious education Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-06-21 David Lewin, Janet Orchard, Kate Christopher, Alexandra Brown
ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First,
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Conceptualizing powerful knowledge in economics Journal of Curriculum Studies (IF 2.175) Pub Date : 2023-06-21 Emanuel Mizzi
ABSTRACT This paper extends the theory of powerful knowledge to school economics by articulating the nature of powerful disciplinary knowledge in the subject. In order to develop a framework for conceptualizing powerful knowledge in economics, the literature that identifies powerful knowledge in other school subjects is first explored. Then, follows an examination of the implications to the specific