Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle

Trinter, Christine P.; Hughes, Hilary

doi:10.1080/19404476.2021.1878417

Cited by 19 publications

(9 citation statements)

References 31 publications

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“…The teachers were found to be effective throughout their design process, and as a result, their work process capacity switched from adapting or distributing to designing their programs. These findings are essential for primary school teachers because they emphasize the necessity of young teachers' complex, exploratory, integrative, and diversified curricular teaching-learning experiences (Trinter & Hughes, 2021). If public elementary teachers developed these kinds of experiences for their pupils and encouraged them to discover better ways of accomplishing jobs, they would provide better experiences for them.…”

Section: │ 53mentioning

confidence: 93%

Work Culture and Learning Organization Practices in Promoting Work Productivity among Public Elementary School Teachers

Aliazas¹,

Chua

2021

IJEMDS

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The study focused on the extent of work culture and learning organization practices in promoting work productivity among public elementary school teachers at the San Francisco District School System, Division of San Pablo City for the School Year 2020-2021. A total of 163 teacherrespondents were used in the study. Frequency percentage, standard deviation, and the mean were used to assess the level of manifestations among variables. In addition, Pearson correlations were employed to identify positive relationships of work culture and learning organization practices to work productivity. Findings revealed work culture was highly observed and learning organization was highly practiced among public elementary school teachers. Similarly, respondents in the San Francisco District show a high level of work productivity in effective teaching and work commitment. Furthermore, there is a moderate relationship between work productivity and work culture (supportive, innovative, and bureaucratic). Finally, there was a moderate to strong association between learning organizational practices and work productivity. The findings implied that work culture and learning organization practices are critical since they directly impact on attracting and maintaining people. The positive work relationships that occur at the workplace represent a positive environment. As a result of its ability to do so, the school can stay ahead of the curve in terms of change and competition, resulting to higher productivity.

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Section: │ 53mentioning

confidence: 93%

Work Culture and Learning Organization Practices in Promoting Work Productivity among Public Elementary School Teachers

Aliazas¹,

Chua

2021

IJEMDS

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“…This can also be seen in the effect of implementing the curriculum on academic achievement in grade 9, showing an increase that is no better than the increase in grade 6. These findings are strengthened by several previous studies which show that intervention programmes for students' social and emotional attitudes in early childhood are more effective in shaping students' character while also being able to increase students' cognitive level (Duncombe et al, 2023;Trinter & Hughes, 2021). Future research requires measures of the implementation or quality of social and emotional learning in experimental and control groups to further investigate the impact of the quality of social emotional learning on academic achievement.…”

Section: Discussionmentioning

confidence: 72%

Development of Alternative Thinking Strategy Curriculum Design to Improve Academic, Social and Emotional Competence

Nirmalasari,

Wahyudin,

Darmawan

2024

IJLTER

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The majority of curriculum designs focus on academic competencies, and only very few curricular are designed that not only improve academic abilities but also improve students' social emotional and psychological competencies. In this research, the researcher designed an alternative thinking strategy curriculum and investigated its impact in improving students' social emotional competence, psychological health and academic competence. Quasi-experiment design was used involving 30 secondary schools who participated in the study. The research sample was divided into two groups, a control and experimental group, from a random cluster. The experimental group received the alternative thinking strategy curriculum (15 schools) and the control group followed the regular national curriculum (15 schools). The subjects investigated are science and language. Two-level hierarchical linear model analysis was used to investigate the impact of an alternative thinking strategies curriculum. Findings of this research show that alternative thinking strategy curriculum design is not only able to improve students’ social and emotional competence, but is also able to increase students' academic achievements. This can be seen in the average increase in student academic achievement and better student attitudes compared to students in the control group who received the national curriculum intervention. The most superior in providing an impact on each aspect is the cluster with medium frequency or the second cluster (C2). Another cluster shows that the implementation of the alternative thinking strategy curriculum is less than optimal regarding aspects of suitability, quality, responsiveness and reach of the curriculum. This is due to differences in the duration of implementation time. This alternative thinking strategy curriculum design also needs to consider students' cultural aspects related to geographic location. This is important to do as content for intervention in improving students' social and emotional competence.

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“…The third implication of the study is for researchers. It can be suggested that developing educative curriculum materials as a teacher-researcher partnership so that more aligned and useful support for teacher learning is possible (Trinster & Hughes, 2021). Through this partnership, researchers can anticipate ways in which the teachers might adapt the curriculum, considering teachers' interaction with many materials such as textbooks and tests.…”

Section: Discussionmentioning

confidence: 99%

Science Teachers’ Uptake of Heuristic Educative Curriculum Materials to Develop Students’ Habit of Questioning and Posing Problem

Row¹,

Sathasivam²

2022

APJEE

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Science teachers lack the pedagogical knowledge and skills to develop students’ habit of questioning and posing problems (HQP), which is vital for scientific inquiry. Prescriptive curriculum materials do not promote professional growth and development in teachers. In contrast, heuristic educative curriculum materials allow teachers to choose and learn as and when is more feasible. Heuristic design curriculum materials contain educative features that provide suggestions and rationales for instructional activities, empowering teachers to enact more flexibly. In a larger study, a heuristic curriculum material called Skilful Thinking Educative Pedagogical Support (STEPS) was prepared and encompassed three components – specific thinking strategies, habits of mind, and metacognition. STEPS was prepared using findings from needs analysis, a review of additional curriculum materials and the Malaysian Year 4 science syllabus. This paper focuses HQP which is one of the sixteen components of habits of mind. The research objective was to investigate how three Year 4 science teachers up-took educative features in STEPS to develop students’ HQP. The study utilised a qualitative exploratory research design. Classroom observations, open-ended interviews, and document analysis were the data sources. We used tracers in the educative features, such as teachers’ uttered phrases, cues, and suggested tools to indicate HQP implementation. The findings showed fidelity between STEPS and teacher implementation as teachers had used the suggested tools, encouraged students’ HQP skills by using cues, and gave justifications on why HQP is important. The teachers also gave space and scaffolded their students’ question generation and problem-posing. Moreover, teachers adapted the educative features most relevant to their teaching context. Implications for teachers, school leaders, researchers and teacher educators were discussed.

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Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle

Cited by 19 publications

References 31 publications

Work Culture and Learning Organization Practices in Promoting Work Productivity among Public Elementary School Teachers

Work Culture and Learning Organization Practices in Promoting Work Productivity among Public Elementary School Teachers

Development of Alternative Thinking Strategy Curriculum Design to Improve Academic, Social and Emotional Competence

Science Teachers’ Uptake of Heuristic Educative Curriculum Materials to Develop Students’ Habit of Questioning and Posing Problem

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