Curriculum‐making in school and college: the case of hospitality

Edwards, Richard; Miller, Keith; Priestley, Mark

doi:10.1080/09585170902763981

Cited by 26 publications

(18 citation statements)

References 14 publications

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“…In particular, we explored the differences between the 'prescribed' curriculum (as it is devised and published by the relevant national Ministries of Education) and the 'enacted' or 'interpreted' curriculum. The latter refers to how, in practice, the curriculum is adapted and interpreted by the individual teacher and then delivered within the classroom (Bloomer, 1997;Edwards, Miller, & Priestley, 2009). Our interest here was the scope that teachers have to vary the curriculum at local level (Llewellyn, Cook, & Molina, 2010).…”

Section: Interviews With Teachers Methodologymentioning

confidence: 99%

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Pilz¹,

Berger

Canning³

2014

EUROPEAN J ED RES

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This paper presents a comparative research project on pre-vocational education in lower secondary schools in seven European countries. The primary aim of the study was to better understand how the formal pre-vocational education curriculum is interpreted and shaped by individual teachers. The countries covered are Austria, Germany, Hungary, Latvia, Poland, Portugal and Scotland. Two research methods have been used. First, a content analysis of the relevant curricula was carried out, focussing on how, and to what extent, pre-vocational education competencies are embedded in the official curriculum in the seven countries covered by the study. Second, 75 teachers took part in qualitative expert interviews about their implementation of the relevant curriculum. This research builds upon previous studies in education and employment and in particular, on a theoretical framework that explores the differences between the 'prescribed' curriculum and the 'enacted' curriculum. This study will argue that, although it is possible to identify a distinct pre-vocational curriculum within each region in the seven countries, this curriculum is, in practice, taught very differently within the schools and that the differences in curriculum implementation can be explained, amongst other factors, by the availability of resources and the initial and further training of teachers.

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Section: Interviews With Teachers Methodologymentioning

confidence: 99%

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Pilz¹,

Berger

Canning³

2014

EUROPEAN J ED RES

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“…The theoretical framework adopted within this study explores these tensions within the literature on how best to teach vocational subjects, while also building upon our previous research on teaching generic skills (Canning 2007(Canning , 2011 and curriculum-making in schools and colleges (Bloomer 1997;Edwards et al 2009). The concept of 'useful knowledge' will be used to reflect the pragmatic nature in much of what is taught within the vocational curriculum.…”

Section: Theoretical Framingmentioning

confidence: 99%

“…There is evidence to suggest that teachers can play an important role in this process by successfully 'enacting' a prescribed curriculum in order to encourage active and sustained learning (Bloomer 1997;Edwards et al 2009). We also know that teachers frequently offer their own direct experience of the workplace in order to provide a context of learning for their pupils (Berner 2010).…”

Section: Introductionmentioning

confidence: 98%

The vocational curriculum in the lower secondary school: material and discursive practices

Canning

2012

The Curriculum Journal

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The rationale for the study is to enhance our understanding of how young people learn and engage with vocational subjects within the lower secondary years of compulsory education. The concept of prevocational education has recently emerged to describe the initial transitional phase of preparing young people for employment in specific occupational areas in the UK. Although there has been extensive research undertaken in work-based apprenticeship learning, very little research has emerged in pre-vocational education among 14-16 year olds in schools. The research undertakes such an enquiry based upon a case study of North Lanarkshire secondary schools. This local authority has been selected as it has one of the highest rates of young people participating in pre-vocational education in secondary education and has been identified by a recent OECD report as a potential exemplar of best practice in this field. However, concerns remain regarding how to integrate the pre-vocational curriculum with the academic curriculum, whether pre-vocational courses can engage high achievers and, more specifically, how effectively the subject is taught within schools.

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“…At the turn of the twenty-first century the term curriculum making re-emerged, for instance in the context of post-compulsory education curriculum construction in the late 1990s (Bloomer, 1997) and in reflections on policy, professionalism and design issues affecting the primary curriculum and its future (Hulme & Livingston, 2012). Recently Edwards, Miller, and Priestley (2009a) have considered curriculum making at the classroom level of a unit of study. This and another study (Clayton, 2007) serve as preludes to introducing the use and meaning of curriculum making by the GA as a context for its recent projects.…”

Section: Introductionmentioning

confidence: 99%

“…The focus was 'cultures of curriculum making' (Edwards et al, 2009a(Edwards et al, , 2009b, particularly in relation to teacher and student perspectives and the enactment of the curriculum in classroom settings. In reviewing the related literature, five factors affecting curriculum making were identified: contextual factors, e.g.…”

Section: Introductionmentioning

confidence: 99%

Teachers' perspectives on curriculum making in Primary Geography in England

Catling

2013

The Curriculum Journal

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The phrase ‘curriculum making’ has recently been used to describe medium‐term planning and teachers’ enactment of such planning in the classroom. This narrows the term%s initial use from that in the first half of the twentieth century when it was employed inclusively from national programmes to lesson planning. While considering related studies about curriculum making, this paper focuses on the interpretation described and used by the Geographical Association (GA) to encourage more open approaches to medium‐term curriculum planning in England by teachers. It reports the outcomes of a small‐scale study of primary teachers’ perspectives on their experiences of curriculum making during one GA project, ‘The Young Geographers Project’. It identifies a number of ‘curriculum dynamics’, including teachers’ feelings of liberation, children%s agency in curriculum making, the importance of subject knowledge, engaging with children%s everyday experiences and interests, and purposefulness for curriculum topics while retaining flexibility and openness. Reflecting on these findings, 10 features pertinent to curriculum making are noted.

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Curriculum‐making in school and college: the case of hospitality

Cited by 26 publications

References 14 publications

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

The vocational curriculum in the lower secondary school: material and discursive practices

Teachers' perspectives on curriculum making in Primary Geography in England

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