The recursive elaboration of key competencies as agents of curriculum change

Hipkins, Rosemary; Boyd, Sally

doi:10.18296/cm.0131

Cited by 15 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another area linked to the support of integration is that of the professional development offered by schools to teachers to expand their understanding of and develop their practice around curriculum integration (Fraser, 1999;Hipkins & Boyd, 2011;Timperley, 2008;Wallace et al, 2007). In this study, the professional development offered varied greatly from school to school.…”

Section: Leadership and Supportmentioning

confidence: 96%

“…At Niu College, Pakirehua College, and initially at Awa High and Rua High, the teachers' beliefs were all very much in favour of integration, having chosen to be part of the integration programmes at their schools. Hipkins & Boyd (2011) stress the importance of learning being disseminated carefully across many different interrelated components, stating…”

Section: Whole School or Trial Beginningsmentioning

confidence: 99%

“…Timing appears to be a significant factor aiding the success of the programs at The emphasis on the front end of the Curriculum, and the active encouragement to employ integration, has given schools the mandate to employ progressive pedagogies, encouraging much more student-centered learning, using the Key Competencies as the vehicle through which to drive each schools' curriculum (Begg, 2008;Hipkins & Boyd, 2011 ). Hipkins and Boyd (2011) Perhaps surprisingly, the school with the most historical curriculum integration programme, Awa High, had not seen a rapid implementation change across the school.…”

Section: Impetus From the 2007 New Zealand Curriculummentioning

confidence: 99%

See 2 more Smart Citations

New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

Arrowsmith¹

View full text Add to dashboard Cite

<p>Curriculum integration is an approach that aims to integrate teaching across traditional subject boundaries. Curriculum integration has received a growing level of interest in recent years in New Zealand, even from secondary schools that up until now have largely retained disciplinary boundaries. However, in spite of this recent popularity, curriculum integration remains a contested concept in terms of its definition, theoretical grounding, and practice, and we still know very little about how and why teachers are enacting this idea. This study investigated New Zealand secondary school teachers’ perceptions and practices pertaining to curriculum integration. Participants included 25 teachers and senior managers from four New Zealand secondary schools currently employing curriculum integration. A collective case study design was utilised, gathering qualitative data through focus group sessions, semi-structured interviews, classroom observations, and document analysis. The data was analysed thematically. The findings indicated that teachers’ theoretical understanding of integration was limited, and that most of the programmes were pragmatically founded. Factors that appeared to enhance the success of curriculum integration were the historical roots, whether the programme was initiated by teachers or senior managers, the type and degree of integration employed, if the programme ran as a special curriculum or across the whole school, the level of support received, and the timing of the programmes. It was apparent that whilst curriculum integration has been advocated by the New Zealand Curriculum, there are still many challenges for secondary schools wishing to employ it. If this is indeed an area of future growth, then the Ministry of Education have a responsibility to provide a clear definition of, and professional development for, curriculum integration. This would help to strengthen the progressive, integrated curriculum espoused in the New Zealand Curriculum so that it is on far less shaky ground than at present.</p>

show abstract

Section: Leadership and Supportmentioning

confidence: 96%

Section: Whole School or Trial Beginningsmentioning

confidence: 99%

Section: Impetus From the 2007 New Zealand Curriculummentioning

confidence: 99%

See 1 more Smart Citation

New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

Arrowsmith¹

View full text Add to dashboard Cite

show abstract

“…The nationally mandated curriculum is outlined in one document with each school required to design a local curriculum for teaching and learning based on the framework it describes (Hipkins & Boyd, 2011). The local curricula therefore need to provide teaching and learning programmes that are based on the NZC learning area statements underpinned by its principles and that address the stated values, key competencies, and achievement objectives (Sinnema, 2011).…”

Section: Background To the Studymentioning

confidence: 99%

“…It was therefore considered appropriate that the key competencies of the NZC would be a fit with those assessed in the international surveys. The resulting five key competencies chosen and outlined in the NZC (subtitled capabilities for living and lifelong Hipkins and Boyd (2011) maintain that "schools are expected to give life to the NZC's 21 st century vision by designing learning programmes that weave the key competencies through the concepts specified in the learning areas" (p. 73, emphasis added). The expectation to weave the key competencies into all learning involves a significant change in how teaching is currently planned and delivereda dimension of the different prism alluded to by the Minister of Education and one that could represent a challenge to teachers.…”

Section: The Integration Of Key Competenciesmentioning

confidence: 99%

Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

Service¹

View full text Add to dashboard Cite

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice. Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred. Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

show abstract

The Engaging Nature of Teaching for Competency Development

Hipkins

2012

Handbook of Research on Student Engagement

View full text Add to dashboard Cite

The recursive elaboration of key competencies as agents of curriculum change

Cited by 15 publications

References 0 publications

New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

The Engaging Nature of Teaching for Competency Development

Contact Info

Product

Resources

About