Critically Reading the Canon: Culturally Sustaining Approaches to a Prescribed Literature Curriculum

Objective: It is well established that genetics plays an increasing role in healthcare. This has given rise to an ongoing discussion about the genetics competencies that healthcare personnel should possess. Nurses are key players in healthcare, and several studies have found that current genetics teaching in nursing education is insufficient. Other studies have shown that many nurses have a very limited knowledge of genetics. The objective of the present study was to gain insight into the genetics content in the Danish nursing education.Methods: We conducted a questionnaire study, involving one science lecturer from each of the 26 Danish nursing schools, asking informants about the status of genetics at their nursing school, e.g. curriculum, number of teaching lessons and exam.Results: With a response rate of 100%, we found a large variation between schools regarding the number of genetics lessons offered, ranging from two to eleven lessons. There was also a large variation with regard to curriculum. Most schools used one of two textbooks written in Danish, and classical genetics subjects such as DNA structure, protein synthesis, single gene diseases, pedigrees, and chromosome abnormalities were part of the literature curriculum in almost all schools, with variation in the level of detail. Genetics subjects of specific relevance to nursing and healthcare, such as pharmacogenetics and cancer genetics, were only part of the literature curriculum in some schools. Genetics was only a minor exam subject (if at all), and inclusion of ethical and social aspects of genetics in healthcare varied considerably.Conclusions: This study gives a unique insight into the situation regarding genetics in the Danish nursing education, and we argue that national recommendations regarding genetics teaching in nursing education are of importance in order to harness the full potential of genetics in healthcare.

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What is Effective Literature Instruction? a Study of Experienced High School English Teachers in Differing Grade- and Ability-Level Classes

Journal of Literacy Research ◽

10.1080/10862960009548084 ◽

2000 ◽

Vol 32 (3) ◽

pp. 303-348 ◽

Cited By ~ 14

Author(s):

Jane Agee

Keyword(s):

High School ◽

English Teachers ◽

Ability Level ◽

Student Needs ◽

Literature Instruction ◽

High School English ◽

Student Centered ◽

Literature Curriculum ◽

Teacher Centered

This study examined how experienced high school English teachers defined and gauged effective literature instruction as well as how their perspectives affected their students' experiences with literature. The research focused on 3 questions: (a) How did these teachers define effective literature instruction? (b) What kinds of evidence did they look for to gauge their effectiveness? and (c) How did their perceptions of effective literature instruction inform their decisions about texts and ways of reading them with students in different grade- and ability-level classes? Profiles of 5 teachers showed that they used differing models for literature instruction against which they gauged their effectiveness. Flexible, student-centered models allowed teachers to address differences among students. Inflexible, teacher-centered models often limited teachers' ability to address student needs effectively. The kinds of models the teachers used determined whether or not they were willing to listen to feedback from students and to use it to make changes in their literature curriculum.

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Conducting seminars at grade 10 Theatricalized literature works (Based on General Literature Curriculum 2018)

Journal of Science Educational Science ◽

10.18173/2354-1075.2020-0072 ◽

2020 ◽

Vol 65 (7) ◽

pp. 3-15

Author(s):

Anh Le HAI

Keyword(s):

Teaching Method ◽

Literature Curriculum

This research has been written to conduct seminars at Grade 10 following General literature curriculum 2018 by theatricalizing literature works to improve students’ ability to perceive aesthetics and arts. Theatricalizing literature works is a teaching method intriguing inspiration for students. This writing discusses about the direction to implement this method in general, utilizing “Chi Pheo” by Nam Cao as an example to analyse.

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