CURRICULUM MATTERSTool-driven curricular decision making

ACM Inroads ◽  
2019 ◽  
Vol 10 (4) ◽  
pp. 15-16
Author(s):  
Mikey Goldweber
Keyword(s):  
Decision Making ◽  
Curricular Decision Making

Promoting Problem-Posing Explorations

2004 ◽  
Vol 11 (4) ◽  
pp. 180-186
Author(s):  
Phyllis Whitin
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Fourth Grade ◽  
Problem Posing ◽  
Geometric Problem ◽  
Good Opportunity ◽  
Limited Experience ◽  
Fixed Area ◽  
Curricular Decision Making

My fourth-grade class had just completed an exploration of pentominoes (polygonal shapes with an area of five square units). Finding all twelve shapes gives children valuable geometric problem-solving practice by highlighting transformations (flips, slides, and turns) and congruence (shapes can be differently oriented, yet congruent). Before moving on to another lesson, I realized that the students might use the same twelve shapes to examine perimeter and area. Eleven of the shapes have a perimeter of twelve units. Only one shape yields a different perimeter, ten units (see fig. 1). The children had limited experience with perimeter and area; I doubted that they understood that shapes with a fixed area could have perimeters of different lengths. Because they were so familiar with the pentominoes, I felt that this material would give them a good opportunity to address these concepts in more detail. Although I did expect them to calculate the perimeters and areas of the twelve shapes, I did not foresee that the children's follow-up discussion would open an opportunity for problem-posing explorations. This article describes my evolving curricular decision making, the children's investigations, and what I learned from this unanticipated experience.

Curricular decision making in the 1st year of medical education: What can it tell us?

1997 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Dorothy H. Evensen (Deegan) ◽  
Jill D. Salisbury ◽  
Bonnie J. F. Meyer
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Curricular Decision Making

Curricular decision-making among public sex educators

Sex Education ◽  
2014 ◽  
Vol 14 (6) ◽  
pp. 623-634 ◽  
Author(s):  
Melissa L. Carrion ◽  
Robin E. Jensen
Keyword(s):  
Decision Making ◽  
Public Sex ◽  
Curricular Decision Making

Dilemmas and Directions in the Consideration of Differences in Teachers and Students’ Evaluations of Recommended Financial Accounting Textbooks

2020 ◽  
pp. 002205742097205
Author(s):  
Oyebode Stephen Oyetoro
Keyword(s):  
Decision Making ◽  
Empirical Data ◽  
Curriculum Evaluation ◽  
Financial Accounting ◽  
Southwestern Nigeria ◽  
Open Discourse ◽  
Teachers And Students ◽  
Evaluative Research ◽  
Senior Secondary ◽  
Curricular Decision Making

This provocation focuses on the problems that may emanate from the consideration of differences between stakeholders–teachers’ and students’ evaluation of recommended textbooks for informed curricular decision making. The article draws on empirical data from a study on the evaluation of recommended senior secondary financial accounting textbooks in Southwestern Nigeria. It highlighted the emergence of four dilemmas and describes how a focus on resolving them can proffer remedy for the perennial worrying about the contemptuous misconstructions in the consideration of curriculum (evaluation) outcomes. The article also offers an open discourse for evaluative research practitioners.

CURRICULAR DECISION‐MAKING

1983 ◽  
Vol 78 (1) ◽  
pp. 103-107
Author(s):  
Locke E. Bowman
Keyword(s):  
Decision Making ◽  
Curricular Decision Making

“Whatever Is Comfortable:” Secondary Physical Educators’ Curricular Decision Making: Issues of Knowledge and Gendered Performativity

2015 ◽  
Vol 34 (2) ◽  
pp. 297-315 ◽  
Author(s):  
Matthew Ferry ◽  
Nate McCaughtry
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
Physical Education ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Physical Educators ◽  
Socially Constructed ◽  
Curricular Content ◽  
Knowledge Theory ◽  
Curricular Decision Making

Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students’ regular participation in physical activity (PA). Researchers’ use of the term PA, however, often stresses the similarities while ignoring important differences. Utilizing teacher knowledge theory, feminist poststructural scholarship, and interpretive methodologies we attempted to better understand how teachers selected curricular content by examining their CK. We found that the teachers’ PA biographies led them to develop deeply embodied and gendered knowledge and competencies, or ±comfort,“ when it came to teaching particular PAs, and this was a major factor in how they selected curricular content. Implications of the study highlight the socially constructed nature of teacher CK and issues associated with secondary PE curricula and wider physical activity culture(s).

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