This article is concerned with theorizing a curricular response to what has become known in Australia as the “history wars” (Macintyre & Clark, 2003). The central debate in the history wars is over the representation of the colonization of Australia. Because History curriculum serves as an apparatus for the social (re)production of national identities, the importance of school history as a battlefield in the “history wars” should not be underestimated (Clark, 2003). This article explores as a case study the emergence of and political backlash against a critical History curriculum in the state of New South Wales, Australia, during the decade prior to the millennium. The case, reflecting similar debates over History curricula in Canada, the United States, and the United Kingdom, provides a useful starting point for reconceptualising critical approaches to History as curriculum. Reading History curriculum as a postcolonial text, it is argued that what have remained uncontested in the struggle for histories have been the representational practices of “history” itself, and that attending to representation opens new possibilities for school History as critical pedagogic practice.
In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The results indicate that pre-service educators attained a mastery level knowledge of the course content that covaried with the application of the embedded design principle. The authors also found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process. The findings are discussed within the context of building more rigorous teacher preparation programs and the role of embedded design in pre-service inclusive education.
Many nations have experienced conflict over the content of their History curriculum, and debates over the relative importance of skills (historical thinking) versus content (historical knowledge). Australia is no exception. This paper seeks to contribute to discussions over the importance of historical thinking in History education by exploring the changing conceptions of historical thinking in the History curricula of New South Wales (NSW) (Australia's most populous state; which evolved from the earliest British colony; has an uninterrupted tradition of History teaching in high schools; and a rather unique post-compulsory extension course). Recently, History has become a mandatory subject in all Australian schools from the foundation year through to the last year of compulsory schooling [F-10], for the first time since the federation of the Australian states (1901), when curriculum was constitutionally determined to be a State responsibility. This paper charts the changing forms and relative importance of historical thinking as an explicit outcome of History education in NSW History curricula, from its emergence in the 1970s elective History curriculum to current explication in the NSW syllabi for the mandatory Australian 'national' Curriculum. It also explores the nature and significance of the post-compulsory 'senior' History extension course in NSW, an option for History students in the final non-compulsory year of schooling. This extension course boldly incorporates the study of historiography, requiring students to apply their meta-historical insights in an original historiographic investigation, anchoring complex historical theory in an experience of being an historian. We argue that the move to incorporate historiography into the curriculum expands . A Austrália não é uma exceção. Este artigo busca contribuir para as discussões sobre a importância do pensamento histórico no ensino da História explorando as concepções em mudança de pensamento histórico nos currículos de história de New South Wales (NSW) (o mais populoso estado da Austrália, que evoluiu de uma antiga colônia britânica e tem uma ininterrupta tradição de ensino de história no ensino médio, e um curso adicional ao ensino obrigatório, que é único no país). Recentemente, a história se tornou um tema obrigatório em todas as escolas australianas, desde o primeiro fundamental até o último ano da escola obrigatória (F-10), pela primeira vez desde a federalização dos estados australianos (1901), quando se determinava constitucionalmente que o currículo era uma responsabilidade do Estado. Este artigo mapeia as formas cambiantes e a importância relativa do pensamento histórico como um resultado explícito do ensino de história nos currículos de história de NSW, desde o seu surgimento no currículo de história eletivo da década de 1970 até a explicitação nas ementas de NSW para o Currículo "nacional" obrigatório australiano. Ele também explora a natureza e o significado do curso adicional "sênior" de história posterior à escola obrigatória de NSW...
The purpose of this study was to investigate the longitudinal application of a suite of curriculum authoring tools (CATs) to inclusive classroom teaching practice in a secondary school setting. The study sought to establish whether the incorporation of the CATs into the teachers' curriculum development and implementation covaried with improved implementation integrity of classroom teaching practice over time. A repeated measures design was used to establish whether those teachers with high levels of tool use also recorded higher levels of implementation integrity in their use of specific inclusive teaching practices. The effects of the tools were measured using 578 50-minute classroom observations gathered over a 2.5-year period. The results indicated that higher levels of implementation integrity in classroom practice covaried with the extent to which the tools were used for the design and implementation of curriculum.
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