BOOK AND FILM REVIEWS: Curriculum Reform: Curriculum Improvement and Innovation: A Partnership of Students, School Teachers, and Research Scholars

1970 ◽  
Vol 8 (8) ◽  
pp. 478-479
Author(s):  
John Wessner
Keyword(s):  
Curriculum Reform ◽  
School Teachers ◽  
Reform Curriculum ◽  
Curriculum Improvement ◽  
Film Reviews

scholarly journals ‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Monica Hendricks
Keyword(s):  
School Improvement ◽  
Teacher Development ◽  
Curriculum Reform ◽  
National Curriculum ◽  
School Teachers ◽  
Assessment Policy ◽  
Policy Statements ◽  
Curriculum 2005 ◽  
Curriculum Reforms

The phases of post-apartheid curriculum reform starting with Curriculum 2005, to the revisions ushered in by the National Curriculum Statements and the recent Curriculum and Assessment Policy Statements display a trend toward increasing prescription in terms of content to be taught and allocation of curriculum time per subject, both of which are useful. In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. In addition, estimates are that non-governmental sources have spent R1 billion annually since 1994 on school improvement and teacher development programmes.

Primary and Lower Secondary School Teachers and the Development of Their Attitudes towards the Curriculum Reform: Three Stories

2018 ◽  
Vol 8 (3) ◽  
pp. 48-75
Author(s):  
Karel Ševčík ◽  
Karolína Pešková ◽  
Tomáš Janko
Keyword(s):  
Curriculum Reform ◽  
Secondary School Teachers ◽  
Qualitative Content Analysis ◽  
School Teachers ◽  
Current Form ◽  
Primary School Teachers ◽  
Qualitative Case Studies ◽  
Teachers Attitudes ◽  
The Impact ◽  
Negative Moments

The aim of the study was to clarify the impact of teachers’ own experience connected to the implementation of the curricular reform on their attitude towards the reform. Based on the previous research in the same field, the authors decided to focus on the state of the teachers’ attitudes during the three stages. The analyses dealt with the expectations of teachers before the implementation of the reform, crucial moments during the implementation of the reform into practice, and final teachers’ attitudes towards the reform today. For this purpose, three qualitative case studies were conducted focusing on three primary school teachers who were chosen based on their different attitude trajectories. The data which were gathered through the method of in-depth interviews were analysed by the means of qualitative content analysis. Initial expectations of all the three respondents can be characterized as positive because the reform was perceived as an opportunity to deepen teaching, enable specialization of a certain school and improve communication among teachers. Even though crucial moments of one of the teachers had positive connotations and led to her positive attitude, the other two teachers experienced mostly negative moments that included weak organisation support, not fulfilling the potential of the reform and underappreciation of teachers’ work. The negative moments led to the resistance towards the whole reform and its current form or to the search for compensation strategies which would allow the teacher to cope with the reform as it is.

scholarly journals Primary School Teachers’ Perception: A Study on Assessment Components and Its Effects

2020 ◽  
pp. 41-66
Author(s):  
Sharon Campbell-Phillips ◽  
Deb Proshad Halder ◽  
Serlange Campbell ◽  
Daneil Phillips
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Entrance Examination ◽  
Continuous Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Effective Implementation ◽  
Different Levels

This study documented teachers’ perceptions concerning the implementation of the Continuous Assessment Component of the Secondary Entrance Examination, and its effectiveness in the teaching and learning process. Specifically, the study sought to gain an understanding of the extent to which teachers are aware of what continuous assessment entails, the challenges that they encounter in its implementation and its importance to both the teaching and learning processes. The participants in this study were six female and two male teachers who varied at different levels of experience and preparation. Through interviews and questionnaires, the researcher guided the study to determine: a) what are the attitudes and perceptions of selected primary school teachers at my school, concerning the effectiveness of the continuous assessment program as a tool for assessing students, b) what do selected primary school teachers at my school consider to be the challenges that they will encounter in implementing the continuous assessment programme in their respective classes, c) how has continuous assessment affected teacher performance at my school as a result of this process, and d) what support systems do these teachers have that will assist them in the delivery of the program. The study conducted a Mixed Methods study and used the questionnaire and interview instruments to guide the collection of data for analysis. The perceived challenges that emerged were discussed according to the following headings: Benefits of continuous assessment; teachers’ perception concerning continuous assessment; attitude towards assessment; curricular challenges; instructional challenges; adequate resources and curriculum reform and effective implementation.

scholarly journals Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

2021 ◽  
Vol 11 (3) ◽  
pp. 445-472
Author(s):  
Maggie Ma ◽  
Gavin Bui
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Curriculum Reform ◽  
Student Development ◽  
Secondary School Teachers ◽  
Eastern China ◽  
Strong Association ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Conceptions Of Assessment

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

scholarly journals Czech teachers’ attitudes towards curriculum reform implementation

Human Affairs ◽  
2018 ◽  
Vol 28 (1) ◽  
pp. 54-70 ◽  
Author(s):  
Tomáš Janík ◽  
Tomáš Janko ◽  
Karolína Pešková ◽  
Petr Knecht ◽  
Michaela Spurná
Keyword(s):  
Regression Analysis ◽  
Czech Republic ◽  
Curriculum Reform ◽  
Teaching Experience ◽  
Grammar School ◽  
School Teachers ◽  
The Czech Republic ◽  
Reform Implementation ◽  
Teachers Attitudes ◽  
Main Ideas

AbstractThe study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform.

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