Journal of Curriculum Studies 45卷3期文章

1. Replacing the “Teacher-Proof”Curriculum with the “Curriculum-Proof”Teacher: Toward More Effective Interactions with Mathematics Textbooks

Author: Megan Westwood Taylor

Source:Journal of Curriculum Studies, 45(3): 295-321

Abstract:This research examines secondary mathematics teachers’ use of textbook curriculum materials within “typical” cycles of planning a

nd teaching in a school year. The curriculum use of four teachers from the western US was examined before and after engagement in a form of professional development focused on more purposeful and flexible curriculum use. A multiple case study approach was used in order to uncover and describe patterns of curriculum use over time in greater detail. Planning and teaching materials were collected, grouped, and coded for reflectivity of more effective adaptations. Overall, the number of textbook materials teachers used as-is dropped dramatically while the number of materials they adapted increased. This finding was true regardless of teaching experience, teaching context, textbook used, or content taught. Furthermore, the types of adaptations teachers made to their curricula were more deliberate and student-specific in the spring than they were in the beginning of the school year. This research sits within the broader domain of understanding how mathematics teachers use curriculum and raises new questions about how, when, and why teachers make changes to textbook materials.

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2. Teachers’Views of Mathematics Textbook Series in Flanders: Does It (not) Matter Which Mathematics Textbook Series Schools Choose?

Author: H.Van Steenbrugge,M.Valcke and A.Desoete

Source:Journal of Curriculum Studies, 45(3): 322-353

Abstract:The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers’ views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers’ views of mathematics textbook series, the question ‘Does it really matter which mathematics textbook series schools choose’ has to be answered positively. Implications of the findings are discussed.

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3. Analysing Proof-Related Competences in Estonian, Finnish and Swedish Mathematics Curricula—towards a Framework of Developmental Proof

Author: Kirsti Hemmi, Lepik and Viholainen

Source:Journal of Curriculum Studies, 45(3): 354-378

Abstract:Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths.

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4. Teacher Action Research asBildung: An Application of Gadamer’s Philosophical Hermeneutics to Teacher Professional Development

Author:Jeong-Hee Kim

Source:Journal of Curriculum Studies, 45(3): 379-393

Abstract:Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers’ practical knowledge. The purpose of this article is to conceptualize teacher action research asBildung, applying Gadamer’s philosophical hermeneutics as a theoretical framework. Based on five teachers’ lived experiences of conducting action research in their classrooms, this study explores how teachers go through the process of the development of the self as a teacher, furthering themselves as professionals through action research. It aims at understanding the role of action research as Bildung, one’s inner process of formation and cultivation of self, to shed light on teacher professional development as a hermeneutical and ontological practice.

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5. Student-Centred Inquiry as Curriculum as a Model for Field-Based Teacher Education

Author:Kimberly L.Oliver and Heather A.Oesterreich

Source:Journal of Curriculum Studies, 45(3): 394-417

Abstract:This research project focuses on teacher education in a field-based methods course. We were interested in understanding what could be when we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people’s interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiryas curriculum, which includes a cyclical process of building the foundation, planning,responding to students, listening to respond and analysing the responses. Student centred-inquiry as curriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools.

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6.Analysing Attempts to Support Outdoor Learning in Scottish Schools

Author:Malcolm Thorburn and Peter Allison

Source:Journal of Curriculum Studies, 45(3): 394-417

Abstract:The new “Curriculum for Excellence” in Scotland outlines a policy vision of a more integrated and holistic form of education; a commitment which offers considerable prospects for increased levels of outdoor learning in schools. With reference to Fullan’s theorizing on achieving educational change, this study investigated four main implementation areas, namely: policy aims, partnerships arrangements, and associated professionalism and sustainability issues. Evidence was collected through a series of 16 semi-structured interviews with key stakeholders at national, local authority, and school level. Despite increased agreement on aims, it was found that improving the frequency and quality of outdoor learning in schools was adversely influenced by the patchwork nature of partnership support at national and local authority levels. This has curtailed the prioritizing of outdoor learning in schools and of teachers being supported when trying to make use of their increased curriculum decision-making responsibilities. Thus, only limited evidence was found of policy-related innovation and considerable evidence of policy stasis. As such, building national capacity is proving difficult. It is concluded that further research on how some atypical schools have managed to develop their programmes offers the best prospects for understanding the complexities of achieving greater levels of outdoor learning.