Curriculum, Definitions Of

Breault, Donna Adair; Marshall, John

doi:10.4135/9781412958806.n103

Cited by 5 publications

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“…In other words, the multiplication of curriculum definitions is not a problem to be solved, but rather a state of affairs to be acknowledged as inevitable. (Breault & Marshall, 2010, p. 179) Jackson (1992, in Breautl & Marshall, 2010 explains that new definitions count as efforts to change or refine the traditional understanding of curriculum as a course of study offered by an educational institution. Doll (1993) critiques the traditional understanding of curriculum as curriculum content or a pre-determined "course to be run".…”

Section: Envisioning Curriculummentioning

confidence: 99%

Envisioning curriculum as six simultaneities

2014

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This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent in two ways: (1) in its deliberate intention to foster new learning, activities and teaching without knowing or dictating exactly what will emerge, and (2) in the sense that curriculum is an ever-evolving reality that is brought forth in the ongoing interactions of the six coupled facets. A self-organising curriculum enables a teacher to create ‘a space for running’ and foster ‘interactive running in that space’ to meaningfully honour both the requirements set by authorities and the interests of children and teachers, rather than a pre-determined curriculum. This model of curriculum was developed and is discussed in the context of the early childhood curriculum in Aotearoa New Zealand.

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Section: Envisioning Curriculummentioning

confidence: 99%

Envisioning curriculum as six simultaneities

2014

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“…It was enhanced in time and gained new dimensions. The meaning attributed to curriculum is influenced by those who define its philosophies, pedagogical approaches or experiences with a concept, and it is associated within the extent of the field of study (Breault & Marshall, 2010;Squires, 2008;Westbury, 2008). Conceptually, curriculum, as any type of instructional effort (Marsh & Willis, 2007), is sometimes the design of the student experience (Brewer, 2007;Dewey, 1916Dewey, , 1938 or certain objectives that can be reached through the learning experience (Bobbitt, 1918;Flinders & Thornton, 1997;Ornstein & Hankins, 1988), and sometimes it is the required opportunities that give experience in accordance with the objectives (Saylor, Alexander, & Lewis, 1981;Tyler, 1950).…”

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confidence: 99%

Perceptions of Elementary School Teachers Concerning the Concept of Curriculum

2015

EDUC SCI-THEOR PRACT

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As the meaning that teachers attribute to curriculum includes important data concerning curriculum development as well as affects their teaching process, this study investigated the perceptions of elementary school teachers regarding the concept of curriculum. The participants of the study, which was carried out using the phenomenological design, were determined using typical case and maximum variation sampling techniques. The data which was obtained from 26 participating elementary school teachers was collected using a semistructured interview form consisting of questions on perception and concept analysis. The qualitative data set was subjected to content analysis using an inductive approach. The findings were organized under two categories, namely, curriculum perception as a product of experience and the structural meaning of curriculum experience. The results of the study showed that elementary school teachers perceive curriculum as a theoretical text, political text, scope (content), or as guide books prepared by publishers, and that the curriculum is shaped in practice. In addition, the codes making up curriculum fidelity in the teaching process were grouped under two themes, adaptation and adoption. The study has found that in order for elementary school teachers to be able to adapt the curriculum during the process of teaching, they first need to understand the philosophy of curriculum and be competent at paralleling the curriculum with the context. In other words, they need to understand the curriculum and question the context in which it provides the service of teaching. In this respect, it has been recommended that teacher education programs should be examined in terms of their competency in training teachers who adapt the curriculum, and that the level of curriculum fidelity of a teacher during the teaching process should be studied.

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“…According to Breault and Marshall (2010), curriculum has taken on the meaning of a 'course of study' but it is more than this. As Kelly (2009) states, 'the curriculum is the totality of the experiences the pupil has as a result of the provision made' (p.13).…”

Section: Understanding Curriculum and Pedagogical Practicesmentioning

confidence: 99%

Alternative schooling practices in rural areas: effects on student learning, community engagement and equity.

Waters¹

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This research project examines alternative schooling practices in two rural areas of Queensland, Australia. The thesis analyses the effects of these alternative practices on three areas: student learning, the engagement of parents and communities in schooling and on equity. The research project is positioned in the context of the pervasive influence of neoliberalism in politics and economics and the effects of this on education and schooling. In this context, a narrow definition of the purposes of education has been emphasised and a deficit view of schools and teachers has emerged, underlined by a top-down accountability regime of testing and reporting that all but ignores the influence of contextual factors on student performance. This thesis utilises the theoretical perspectives of Charles Taylor, particularly his concept of social imaginaries, and Pierre Bourdieu's concepts of habitus, social fields, cultural capital and symbolic violence. A central theme in this study is the role of competition as a problematic in schools that creates barriers to learning, especially for students from low socio-economic backgrounds who can find them themselves at a disadvantage in mainstream schooling.This thesis reports on a qualitative research study of alternative practices in three schools in rural areas in Queensland. These schools occupy different positions across a spectrum of alternative school types: an alternative independent school with a holistic philosophy; an alternative pathways program in a state high school; and an alternative state-supported school for young people who have been excluded from or opted to leave mainstream schools.Research methods included semi-structured interviews of leaders, teachers, students, parents and community members to understand the experience of those involved in alternative schooling settings. Document analysis was also undertaken to highlight how the schools saw themselves, as well as discursive practices which were used to explain and communicate key elements of the schools' educational ethos to their school communities and the wider community. Visits to each alternative schooling site facilitated quasi-ethnographic observations that were compared with the data yielded through the semi-structured interviews and document analysis.Findings from the research revealed a variety of alternative schooling practices across the three sites and also provided insights into their effects on student learning, parent and community engagement and equity in outcomes for students. Data analysis also highlighted how these schooling practices supported the engagement of marginalised young people iniii education through what are described as practices of 'non-competition and cooperation'. The study findings have implications for approaches that could inform mainstream schooling practices. The research makes a significant contribution to knowledge by highlighting alternative schooling practices as emergent, alternative imaginaries within a broader field of schooling practices, and how logi...

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Curriculum, Definitions Of

Cited by 5 publications

References 0 publications

Envisioning curriculum as six simultaneities

Envisioning curriculum as six simultaneities

Perceptions of Elementary School Teachers Concerning the Concept of Curriculum

Alternative schooling practices in rural areas: effects on student learning, community engagement and equity.

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