| 1 |
An Investigation into the leading factors that affect teachers' decision-making towards curricula change in Irish post-primary schools
|
|
Byrne, Christopher. - : Trinity College Dublin. School of Education. Discipline of Education, 2022
|
|
BASE
|
|
Show details
|
|
|
| 2 |
"Are we making a quilt, with lots of ill-fitting cloths in here?": Teachers' internal conversations on curriculum making
|
|
|
|
Abstract:
Teachers exercising reflexivity through their internal conversations is one of the most important factors in the process of curriculum change. Drawing from Margaret Archer’s theory, this research explores teachers’ internal conversations in their own descriptions about a range of matters related to curriculum making. Eight secondary school teachers from different subject backgrounds (6 from Scotland and 2 from Wales) participated in the research. Findings suggest that although teachers may have similar concerns to produce internal conversations, the texture of the conversations, their standpoints, and how they project future actions differed. This variation can be partially explained by teachers exercising different modes of reflexivity in their unique circumstances. Findings suggest that a complex, nuanced and dynamic understanding of reflexivity is a salient feature to explain teachers’ stances towards curriculum, reasoning, decision-making and actions, which may help to understand curriculum change processes better. ; Output Status: Forthcoming/Available Online
|
|
Keyword:
Curriculum making; Internal conversation; Reflexivity; Scotland; Wales
|
|
URL: https://doi.org/10.1007/s10833-022-09452-8
http://dspace.stir.ac.uk/retrieve/571d7133-9805-41ad-ac5a-4ab660527f50/HizliAlkan2022_Article_AreWeMakingAQuiltWithLotsOfIll.pdf
http://hdl.handle.net/1893/34131
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Curriculum making as relational practice: a qualitative ego-network approach
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Teacher mediation of curriculum making: the role of reflexivity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Storytelling as pedagogy to facilitate meaning-making in English learning as a foreign language for young learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Language Learners as Agentive Meaning-Makers: Exploring Learners' Investment and Meaning-Making
|
|
|
|
In: Doctoral Dissertations (2019)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
評析三本教育史著中的Bobbitt ; An historiographical criticism of the stories about John Franklin Bobbitt in three selected historical writings
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Using a model board examination and a case study assessing clinical reasoning to evaluate curricular change
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Using a model board examination and a case study assessing clinical reasoning to evaluate curricular change
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Secondary Science Teachers as Curriculum Makers: Mapping and Designing Scotland's New Curriculum for Excellence
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Making Meaning of Gender and Sexual Identities in Early Childhood: A Critical Discourse Analysis of Canadian Early Childhood Curricula
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2017)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Laboratory Instrumentation: An Exploration of the Impact of Instrumentation on Student Learning
|
|
|
|
In: Chemistry Faculty Publications and Presentations (2016)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Design of Meanings:A Multiple Case-study of Meaning Making with Videos as Multimodal Texts
|
|
|
|
In: Curriculum Studies Summer Collaborative (2016)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 11 of 18
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 10
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
