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Descriptors:
Foreign Countries; Content Analysis; Qualitative Research; Comparative Analysis; Cross Cultural Studies; Case Studies; Computer Literacy; Program Descriptions; Educational Technology; National Curriculum; Curriculum Design; Elementary School Curriculum; Educational Principles; Computer Uses in Education; Educational Policy

Abstract:
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Curriculum Design; Curriculum Development; Second Language Learning; Second Language Instruction; Foreign Countries; Course Descriptions; Outcomes of Education; Guidelines; Educational Trends; Instructional Design

Abstract:
The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Three curriculum approaches are described and compared. Each differs with respect to when issues related to input, process, and outcomes, are addressed. Forward design starts with syllabus planning, moves to methodology, and is followed by assessment of learning outcomes. Resolving issues of syllabus content and sequencing are essential starting points with forward design, which has been the major tradition in language curriculum development. Central design begins with classroom processes and methodology. Issues of syllabus and learning outcomes are not specified in detail in advance and are addressed as the curriculum is implemented. Many of the "innovative methods" of the 1980s and 90s reflect central design. Backward design starts from a specification of learning outcomes and decisions on methodology and syllabus are developed from the learning outcomes. The Common European Framework of Reference is a recent example of backward design. Examples will be given to suggest how the distinction between forward, central and backward design can clarify the nature of issues and trends that have emerged in language teaching in recent years. (Contains 2 tables and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Exit Examinations; High School Students; African American Students; Curriculum Design; Classroom Environment; Culturally Relevant Education; High Stakes Tests; Reading Achievement; Student Attitudes; Literacy; English; Language Arts

Abstract:
This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student's perspectives in curriculum design and instruction. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Teacher Education; Curriculum Design; Foreign Countries; Language Planning; Mandarin Chinese; Case Studies; Elementary School Students; Literacy; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Principals; Multilingualism; Bilingual Education; Language of Instruction; English (Second Language); Second Language Learning; Sino Tibetan Languages

Abstract:
Since 1997, the "biliterate and trilingual" policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual education. As a preliminary step in the investigation of methods of the implementation of trilingual education in Hong Kong primary schools, we carried out a detailed case study of the trilingual education model adopted in a primary school. Views of key stakeholders (the principal, teachers, students and parents), on how successful the model is, were collected, and a number of lessons taught using English, Cantonese or Putonghua as the medium of instruction were recorded and analysed. On the basis of the research findings, a possible model for implementing trilingual education in Hong Kong primary schools has been suggested. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Teacher Education; Learning Processes; Multiple Literacies; Education Courses; Change Strategies; Educational Change; Teacher Education Curriculum; Curriculum Design; Curriculum Development; Student Developed Materials; Epistemology; Design Preferences; Instructional Design; Interviews; Portfolio Assessment; Observation; Transcripts (Written Records)

Abstract:
The article features a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. In an effort to innovate our own literacy teacher education work, we came together to devise a course that encouraged students to adopt a design lens to their thinking, planning, and assessing of literacy learning. We saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, we observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education. The article presents our research on design-oriented teacher education work, but the findings illuminate how the adoption and inhabiting of different mindsets and metalanguage can make a difference. (Contains 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Mathematics Curriculum; Online Surveys; Teacher Surveys; Questionnaires; Interviews; Mathematics Instruction; Mathematics Teachers; Curriculum Design; Curriculum Development; Teacher Attitudes; Secondary School Mathematics

Abstract:
One-third of the current A-level mathematics curriculum is determined by choice, constructed out of "applied mathematics" modules in mechanics, statistics and decision mathematics. Although this choice arguably involves the most sizeable instance of choice in the current English school mathematics curriculum, and it has a significant impact on students' post-compulsory study of mathematics, it is not well understood how this choice is navigated. This article explores how mathematics teachers perceive each of these three areas of applied mathematics, how widely each of the modules is offered and in what ways perception might be connected to provision. Data from an online questionnaire and follow-up interviews demonstrate that teachers are influenced by a wide range of factors, including strategic concerns and views on the relative worth of each strand. The results also highlight the presence of inertia in centres' provision. In this way, this article offers some insight into current perception and provision of applied mathematics in England, and speaks to contemporary debates about curriculum content and reform. It argues that students' exposure to the powerful utility of mathematics is often unhelpfully steered or limited at a critical point in their education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Design; Sanctions; Discourse Analysis; Educational Practices; Neoliberalism; Politics of Education; Educational Philosophy; Ideology; Educational Environment

Abstract:
This article discusses the nature, power and effects of neo-liberal rationale in educational settings. By introducing discourse analysis of two cases, the influence of neo-liberal ideology on contemporary curricula and school programs were examined. The analysis showed that dominant discourses based on neo-liberal rationale presented themselves as "unquestionable truths" that influenced how educators interacted with others and went about their profession. The dominant discourses relied upon assertions by consensus or common conception and understanding to create an "officially" sanctioned way of thinking about education. Proponents of a particular dominant discourse argued that such sanctions were a necessary feature of an initiative or innovation, and provided a focus for energy and activism, winning teachers' support, and conveying to the wider community a sense of purpose, action and rational planning; a clear path to salvation. On the other hand, these dominant discourses had a necessary effect in obscuring other perspectives and disallowing critique from taking place. This article argues that discourse analysis provides a platform to interrogate the dominant discourses to reveal alternative or previously unseen perspectives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Faculty Development; Educational Practices; Computer Simulation; Curriculum Design; Trend Analysis; Research Needs; Distance Education; Online Courses

Abstract:
This study examined the nature of thirty virtual educators' action research questions during a yearlong action research professional development experience within a large, state-funded virtual school. Virtual educators included instructional personnel (i.e., individuals responsible for teaching virtual courses) and noninstructional personnel (i.e., individuals responsible for other roles in the virtual school such as administration or course design.) Action research questions emerge from the intersection of educators' professional contexts and their real-world challenges or passions and analyzing the nature of these questions provided a glimpse into the priorities and practices of the participating instructional and noninstructional virtual educators. Studying completion rates and personalizing the curriculum were trends within questions posed by instructional personnel whereas noninstructional personnel primarily focused on macrolevel issues within the virtual schools, such as communication. Future research directions and implications for action research professional development within virtual schools are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Global Education; Foreign Countries; Educational Change; Teacher Education; Politics of Education; Educational Policy; Standards; Curriculum Design; Accountability; Reading Achievement

Abstract:
The publication of the Programme for International Student Assessment (PISA) 2009 (Cosgrove et al., 2010; Perkins et al., 2010) reading literacy results heralded a crisis of confidence in educational standards in Ireland. This article examines the national and international context of teacher education reform and the politics of the policy response to the perceived crisis. In essence, this response represents a system shift toward the global education reform movement (GERM) characterized by standardisation, narrowed curriculum focus, and stricter accountability. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Archives; Information Literacy; Curriculum Development; Workshops; Program Descriptions; Educational Principles; Curriculum Design; Instructional Design; Cooperative Planning; Teamwork; Library Instruction; Social Sciences

Abstract:
This article describes a year-long application of critical information literacy theory for social-science-related library workshops. Each of these workshops had a customized section that included working with special collections and university archives. The students who participated ranged from incoming freshman to seniors at Stanford University. The curriculum development method for these workshops is based on principles of collaborative co-design. (Contains 1 figure and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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