Curriculum Development from a Technical-Professional Perspective

Kuiper, Wilmad; Nieveen, Nienke; Visscher-Voerman, Irene

doi:10.1007/978-94-017-1205-7_11

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…For more than a decade now, Dutch schools and teachers have had the responsibility of developing their local school-based CE curriculum. Here, curriculum development refers to the intentional process directed at the (re)design and implementation of plans/activities for teaching and learning (Kuiper et al, 2003). Curriculum development processes can be characterised from various analytical angles.…”

Section: Theoretical Framework: Perspectives On Curriculum Developmen...mentioning

confidence: 99%

Teachers as curriculum‐makers: the case of citizenship education in Dutch schools

Leeman

Nieveen

Beer

et al. 2020

The Curriculum Journal

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Due to socio-political issues in Dutch society, citizenship education (CE) became obligatory by law in the Netherlands in 2006. Schools were to decide on their local CE curriculum. This contribution intends to open up the black box of school-based curriculum-making efforts for CE. It reports on a four-year study in four schools for secondary education. In each school, teachers designed (parts of) their CE curriculum with guidance during weekly coaching sessions. The central question is, what are the professional experiences and results of teachers who are involved in guided school-based CE curriculum-making? The qualitative data set comprised of interview and focus group data as well as artefacts such as CE-activities designed by teachers. Findings show teachers' preference for broad and integrated approaches to CE, and that teachers needed guidance not only to improve their CE-knowledge and design abilities, but also to increase their socio-political skills for school-wide implementation. These results are discussed in view of the current tendency in the Netherlands to define CE in a more centralised and content-specific manner and in doing so limiting the space for teachers as curriculum-makers.

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Section: Theoretical Framework: Perspectives On Curriculum Developmen...mentioning

confidence: 99%

Teachers as curriculum‐makers: the case of citizenship education in Dutch schools

Leeman

Nieveen

Beer

et al. 2020

The Curriculum Journal

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“…The heads of educational institutions should make sure that teachers periodically review the curriculum materials in order to reflect the realities in industry. Such reviews should be done in consultation with the representatives of industry as well as students so as to create ownership among stakeholders (Kuiper, Nieveen, & Visscher-Voerman, 2004) and to avoid the situation of the documents (curriculum materials) being perceived as imposition (Van den Akker, 2003) from the educational institutions.…”

Section: Implications For Practicementioning

confidence: 99%

Improving student internship through collaborative curriculum design in Ghanaian polytechnics

Akomaning¹

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TABLE OF CONTENTS LIST OF FIGURES AND TABLES v ACKNOWLEDGEMENTS vii 1. INTRODUCTION 1.1 Problem definition 2.6 Results 2.6.1 Perspectives of stakeholders: collaboration 2.6.2 Perspectives of stakeholders: placements 2.6.3 Perspectives of stakeholders: duration 2.6.4 Perspectives of stakeholders: assessment 2.6.5 Perspectives of stakeholders: support 2.6.6 Perspectives of stakeholders: time extension 2.6.7 Perspectives of stakeholders: teacher involvement 2.6.8 Perspectives of stakeholders: closer collaboration 2.7 Conclusion and discussion 3. TOWARDS A RENEWED STUDENT INTERNSHIP IN GHANA'S POLYTECHNICS: THROUGH COLLABORATIVE CURRICULUM DESIGN IN DESIGN TEAMS 3.1 Introduction 3.2 Theoretical underpinnings 3.2.1 Design teams and collaborative curriculum design 3.2.2 Prerequisites for implementation of renewed internship 3.3 Context of the study 3.4 Focus of the study 3.5 Intervention: CCD in design teams 3.6 Methods 3.6.1 Design of the study 3.6.2 Participants 3.6.3 Research instruments 3.6.4 Data analysis 3.7 Results 3.7.1 Perceptions about CCD in design teams 3.7.2 Perspectives of stakeholders about renewed student internship 3.7.3 Students' assessment of industry contribution to renewed internship 3.7.4 Teachers' assessment of the renewed internship 3.7.5 Assessment of job performance by stakeholders 3.7.6 Improved internship practices 3.7.7 Competencies of students 3.7.8 Description of competencies acquired 3.8 Conclusion and discussion iii 4. TOWARDS A RENEWED STUDENT INTERNSHIP THROUGH COLLABORATIVE DESIGN OF CURRICULUM MATERIALS 4.1 Introduction 4.2 Theoretical underpinnings 4.2.1 Ensuring quality curriculum materials during collaborative design 4.2.2 Practicality of the curriculum materials in renewed internship 4.2.3 Effects and assessment of curriculum materials on students' competencies 4.2.4 Institutional support for renewed internship 4.2.5 Resolution of implementation challenges 4.3 Context of the study 4.4 Intervention 4.5 Research questions 4.6 Methods 4.6.1 Participants 4.6.2 Research instrumentation 4.6.3 Data analysis 4.7 Results 4.7.1 How do design teams ensure quality of curriculum materials? 4.7.2 Practical use of student internship guide 4.7.3 Competencies of students 4.7.4 Institutional support 4.7.5 Resolution of implementation challenges 4.8 Conclusion and discussion 5. TOWARDS SUSTAINABLE STUDENT INTERNSHIP PRACTICES IN GHANAIAN POLYTECHNICS: THE IMPACT OF COLLABORATIVE CURRICULUM DESIGN 5.1 Introduction 5.2 Theoretical underpinnings 5.2.1 Curriculum contributing to improved student internship practices 5.2.2 The potential of collaborative curriculum design for curriculum improvement iv 5.3 Purpose of the study 5.4 Context of the study 5.5 Methods 5.5.1 Design of the study 5.5.2 Participants 5.5.3 Research instruments 5.5.4 Data analysis 5.6 Results 5.6.1 Teacher perspective on influence of curriculum materials 5.6.2 Industry perspective on influence of curriculum materials 5.6.3 Student perspective on influence of curriculum materials 5.6.4 Teacher perspective on improved practices 5.6.5...

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“…This section sheds some light on the stances that were found productive during the research and development activities undertaken in this study. This study benefitted tremendously from a clear awareness of the importance of the socio- political dimension of designing, especially with regard to creating ownership amongst actors (Kuiper, Nieveen, & Visscher-Voerman, 2003). Presented below are some procedural design principles articulating what such an approach does in practice, during research and development activities.…”

Section: Suggestions For Future Design-based Researchmentioning

confidence: 99%

Supporting para-educators in an Indian NGO : the plan-enact-reflect cycle

Raval¹

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v 8.2.3 Multiple roles 8.2.4 Oversimplification of understanding about design-based research 8.2.5 Quick iterations 8.2.6 Quantitative versus qualitative analysis of lesson plans 8.2.7 Reflections on classroom observations 8.2.8 Understanding classroom discourse 8.2.9 Balancing the limitations of this study 8.3 Reflection on findings 8.3.1 Simple realistic teaching strategies that promote pupil learning within the classroom constraints 8.3.2 Mixed practices: a developmental stage in the learning process of para-educators 8.3.3 Teacher agency: an outcome of professional development 8.3.4 Organizational conditions contributed to professional learning 8.3.5 Efforts to build professional capacities promulgated positive changes in the organization 8.3.6 Conclusions 8.4 Design guidelines and recommendations 8.4.1 Substantive design guidelines 8.4.2 Procedural design guidelines 8.4.3 Building upon the original conceptual model 8.4.4 Suggestions for future design-based research 8.5 In closing, final remarks

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Curriculum Development from a Technical-Professional Perspective

Cited by 3 publications

References 15 publications

Teachers as curriculum‐makers: the case of citizenship education in Dutch schools

Teachers as curriculum‐makers: the case of citizenship education in Dutch schools

Improving student internship through collaborative curriculum design in Ghanaian polytechnics

Supporting para-educators in an Indian NGO : the plan-enact-reflect cycle

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