scholarly journals The value of curricular choice through student eyes

2020 ◽  
Author(s):  
Teun J. Dekker
Keyword(s):  
Curricular Choice

Curricular Choice: A Test of a Rational Choice Model of Education

2009 ◽  
Vol 26 (4) ◽  
pp. 447-463 ◽  
Author(s):  
L. Gabay-Egozi ◽  
Y. Shavit ◽  
M. Yaish
Keyword(s):  
Rational Choice ◽  
Choice Model ◽  
Rational Choice Model ◽  
Curricular Choice

scholarly journals Mission Alignment and Operationalization: The Case of the United World Colleges

2018 ◽  
Vol 3 (4) ◽  
pp. 55
Author(s):  
Angel B Perez
Keyword(s):  
Research Study ◽  
International Schools ◽  
Physical Space ◽  
Residential Life ◽  
Large Organization ◽  
Mission Alignment ◽  
Curricular Choice ◽  
Allocation Decisions ◽  
Case Study Methods

This research study explored how a large, complex global educational organization operationalizes its mission and socializes its constituents to support its mission and values. The study’s unit of analysis was the United World Colleges (UWC), a group of complex international schools whose multi-campus and multinational structure shares a values-driven and activist-oriented mission. With an interest in exploring causation, the researcher employed case study methods to understand how this large organization brings its mission to life on a daily basis.Extensive interviews, observations and document analysis at five units of the organization led to eight themes consistent across all data collected. The research study revealed that the following factors play a significant role in mission operationalization and alignment: (1) The entrance and exit strategy for members of the organization; (2) selection of the organization’s members; (3) curricular choice and teaching methods; (4) use and structure of the physical space; (5) programming; (6) residential life; (7) reflection; and (8) simplicity and tangibility of the mission statement.The study has implications for international schools and organizations keen to create strategic alignment between their mission and daily operations. The findings in the study are generalizable and could inform international organizations in their attempt to implement best practices and make resource allocation decisions to maintain mission fidelity.

Consistent curricular choice and congruence of subsequent changes

1978 ◽  
Vol 13 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Arnold R Spokane ◽  
Sheldon D Malett ◽  
Forrest L Vance
Keyword(s):  
Curricular Choice

Curricular Choice and Adolescents’ Interest in Math: The Roles of Network Diversity and Math Identity

2015 ◽  
Vol 117 (11) ◽  
pp. 1-28
Author(s):  
Brian V. Carolan ◽  
Jamaal S. Matthews
Keyword(s):  
High School ◽  
Social Capital ◽  
Missing Values ◽  
Math Achievement ◽  
The United States ◽  
School Level ◽  
High School Level ◽  
Cross Sectional ◽  
Network Diversity ◽  
Curricular Choice

Background/Context Over the last two decades, school districts in the United States have increasingly allowed students and their families to choose the schools they attend and, at the high school level, the courses they take. While the movement to provide more curricular choice for students and families has accelerated, so, too, has the policy emphasis on increasing students’ math achievement. The increased emphases on curricular choice and math achievement provide an opportunity to examine how students draw on their social capital when making curricular choices and whether the diversity of their relational resources is associated with math achievement. Purpose We build from a social capital framework to examine how students who are able to exercise curricular choice do so by drawing on their social networks and how the resources accessible through these networks, operationalized as network diversity, are associated with math achievement. We also examine how this relationship varies by students’ math interest; an important individual-level characteristic that we hypothesize moderates the influence of network diversity on math achievement. Setting Data for this study are from the restricted-use version of the High School Longitudinal Survey of 2009 (HSLS: 09), the fifth in a series of National Center for Education Statistics’ multisource, secondary longitudinal studies. For this study, we rely on cross-sectional base-year data (2009) when all students were in Grade 9. Participants Our analytic sample consists of those students who: (1) were enrolled in and able to select their fall 2009 math course; (2) have valid scores on the dependent variable; and (3) have no missing values on items that constitute the independent variable-of-interest, network diversity. This subsampling strategy resulted in a final weighted, analytic sample of 5,570 students in 920 schools. Research Design Secondary analysis of cross-sectional observational survey data. Data Analysis Multilevel models with random intercepts are used to estimate students’ math achievement and properly adjust for the nested nature of the data. The models include controls for the HSLS stratified sampling design and for the probability of selection for individuals. Results After controlling for student- and school-level covariates, results indicate that our operational measure of social capital, network diversity, is significantly associated with math achievement. We also find that math interest significantly moderates this relationship, indicating that the presumed returns of social capital vary by this important non-cognitive characteristic. Conclusions Social capital in the form of network diversity helps all students reach resource-or information-rich contacts, such as teachers and counselors. However, by examining how math interest moderates the relation between network diversity and math achievement, we directly locate our work within an underappreciated theoretical niche that explicitly links how the presumed returns of social capital vary by student-level non-cognitive characteristics (e.g., math interest). Network diversity helps all students reach resource- or information-rich contacts including teachers and counselors. However, this does not guarantee that all students will see comparable returns. Results are further discussed in relation to schools’ curricular choice policies.

The effect of curricular choice on alumni income

1978 ◽  
Vol 7 (2) ◽  
pp. 151-172
Author(s):  
Michael C. Seeborg
Keyword(s):  
Curricular Choice

Curriculum choice, flexibility and differentiation 14–19: the way forward or flawed prospectus?

2007 ◽  
Author(s):  
Jeremy Higham ◽  
David Yeomans
Keyword(s):  
Historical Analysis ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
Complex Oscillation ◽  
Curriculum Choice ◽  
Curricular Choice ◽  
The Way

This article explores the policy and practice of choice, flexibility and differentiation within the 14–19 curriculum in England. After first locating these issues within contemporary curriculum policy it adopts a historical analysis tracing perspectives and practice since 1945. This narrative exposes complex oscillation in policy and practice in relation to curricular choice and differentiation, especially for 14–16 year olds. The paper ends by raising parallels between current and past policy and practice and suggests the need to engage in a more fundamental and informed curriculum dialogue in relation to choice, flexibility and differentiation.

Sign in / Sign up

Export Citation Format

Share Document