The Compliance Tradition and Teachers' Instructional Decision-Making in a Centralised Education System: A Case Study of Junior Secondary Geography Teaching in Changchun, China

Lam, Ching Man

doi:10.2167/irgee209.0

Cited by 15 publications

(7 citation statements)

References 2 publications

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“…Our assessments techniques rely on preparing students to reproduce the facts in order to qualify for postsecondary education and formal employment Studies affirm the high stakes testing may limit students to acquire useful and applicable knowledge and skills in their life (Ma, 2001;Lam, 2007;Lupeja, 2011;O'saki, 2007;Kimaryo, 2009;Lucas, 2014). Since the aim is to get high scores which could qualify students for further studies and formal employment in particular, passing examinations does not necessarily mean that students are capable of applying the learned skills and knowledge in their life.…”

Section: The Impact Of Formal Employment Mentality On Assessment Practicesmentioning

confidence: 99%

Implementation of competence based curriculum in the context of colonial education system in Tanzania

Lupeja¹,

Komba²

2021

IJRSE

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With the aim of producing secondary education graduates with adequate knowledge and skills that could enable them to survive in the ever-changing world, Tanzania introduced the competence-based curriculum in 2005. The curriculum regards learners to have the capability to construct and apply knowledge beyond the classroom context. Since the Tanzania education system passed through different eras, this article assesses the influence of the historical background of education systems on stakeholders' perspectives on adoption and practice in teaching, learning, and assessment in the competence-based curriculum. Semi-structured interview and focused group discussion was used to collect data on teaching, learning, and assessment methods employed by both teachers and learners. The data were analyzed by thematic analysis. The results show the elements of the colonial rule education system influences classroom teaching, learning, and assessment practices. Since colonial rule educated few Africans to be employed to serve in the colonial administration, this has contributed to school teaching learning and assessment practices to be perceived as stepping stone for formal employment and not the means of equipping useful and applicable knowledge and skills to learners' life. The focus of classroom instructional practices is to enable learners to memorize the facts and be able to reproduce in the examinations to qualify for further studies and formal employment. This is a setback for quality instructional methods that promote the acquisition of livelihood skills. Given this, the study recommends key stakeholders involved in curriculum development to redefine the roles of school education to align with classroom instructional practices.

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Section: The Impact Of Formal Employment Mentality On Assessment Practicesmentioning

confidence: 99%

Implementation of competence based curriculum in the context of colonial education system in Tanzania

Lupeja¹,

Komba²

2021

IJRSE

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“…However, university instructors the world over complain that students do not read what we ask them to read and look for research-based strategies to counter this trend. Research into the topic has found that how much or how often students read has declined in recent years (Burchfield and Sappington, 2000), both in the United States (Burchfield and Sappington, 2000; Clump et al, 2004; Lei et al, 2010) and elsewhere (Chu, 2013; Lam, 2007; Rugendo, 2014). Numerous studies have proposed possible interventions (e.g.…”

Section: Readingmentioning

confidence: 99%

The influence of time on the decisions that students make about their academic reading

Sharma¹,

Hoof²,

Ramsay

2017

Active Learning in Higher Education

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The study reported here investigated reading among students from the perspective of how students choose to use their time and whether they self-ration it. A survey of undergraduate students found that their selfreported allocation of time to academic activities other than reading was positively correlated to the reading that they did and that students' reading was significantly correlated to their belief of being time constrained. Furthermore, the study found that students' participation in nonacademic activities had a negative correlation to the reading they did for their courses. Finally, the study also found that students who allocated time for reading earlier than the day of class/lecture were more likely to complete these readings than those who allocated time closer to the day of class/lecture. This article argues that both students and faculty should have greater awareness of the choices students make in how they allocate their time and toward reading and other related activities.

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“…Compliance is usually associated with a dread of consequences (Lam, 2007) and sometimes with an inability to conceive of alternatives (Groundwater Smith, 2007) but the focus on fear and responses to fear provided by a Liquid Modernity framework suggests that the relationship between teachers, the standards and appraisal is more complex.…”

Section: Conceptual Framework: Liquid Modernity and The Consequences mentioning

confidence: 99%

Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

Revell

Bryan

2016

Journal of Education for Teaching

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The Compliance Tradition and Teachers' Instructional Decision-Making in a Centralised Education System: A Case Study of Junior Secondary Geography Teaching in Changchun, China

Cited by 15 publications

References 2 publications

Implementation of competence based curriculum in the context of colonial education system in Tanzania

Implementation of competence based curriculum in the context of colonial education system in Tanzania

The influence of time on the decisions that students make about their academic reading

Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

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