scholarly journals College Expansion and Curriculum Choice

2015 ◽  
Author(s):  
Michael Kaganovich ◽  
Xuejuan Su
Keyword(s):  
Curriculum Choice

Market and Nonmarket Influences on Curriculum Choice by College Students

ILR Review ◽  
1982 ◽  
Vol 36 (1) ◽  
pp. 88 ◽  
Author(s):  
Jack Fiorito ◽  
Robert C. Dauffenbach
Keyword(s):  
College Students ◽  
Curriculum Choice

The School-to-Work Transition of College Graduates

ILR Review ◽  
1981 ◽  
Vol 35 (1) ◽  
pp. 103-114 ◽  
Author(s):  
Jack Fiorito
Keyword(s):  
Occupational Choice ◽  
College Graduates ◽  
Degree Attainment ◽  
School To Work ◽  
Market Conditions ◽  
College Majors ◽  
Curriculum Choice ◽  
Work Transition ◽  
First Job ◽  
The Relationship

This study investigates the relationship between curriculum choice and occupational choice. The lag between curriculum choice and degree attainment generally ensures a mismatch between new labor supply and employer requirements, even if students are quite responsive to labor market conditions. The author hypothesizes that adjustment to that lag is primarily a function of market conditions and the technical compatibility of possible combinations of college majors and occupations. He tests his model with NSF data on two recent cohorts of male baccalaureate recipients, which are used to calculate the probability that a student in a given major obtains a first job in a related occupation. The author's model explains a large proportion of the differences in that probability across majors and occupations.

Risk Taking and Vocational or Curriculum Choice

1969 ◽  
Vol 18 (2) ◽  
pp. 127-132 ◽  
Author(s):  
MALCOLM J. SLAKTER ◽  
STANLEY H. CRAMER
Keyword(s):  
Risk Taking ◽  
Curriculum Choice

Beliefs about Future Curriculum

2016 ◽  
Vol 24 (6) ◽  
pp. 596-617 ◽  
Author(s):  
Amy Wagler ◽  
Ron Wagler
Keyword(s):  
Climate Change ◽  
Preservice Teachers ◽  
Science Classroom ◽  
Biological Evolution ◽  
Structural Relationship ◽  
Learning Activities ◽  
Social Form ◽  
Social Forms ◽  
Curriculum Choice ◽  
Science Topic

This article investigates how emotions of avoidance affect curriculum choice in a science classroom and also evaluates a research-based social form of learning for changing emotions of avoidance towards a specific science topic (arachnids) for a population of preservice teachers. It was found that there is a strong invariant structural relationship between emotions of avoidance and beliefs about incorporation of science concepts about arachnids. However, participation in the arachnid learning activities decreased emotions of avoidance and increased beliefs about incorporation into a science classroom. The implications of these findings are that social forms of learning can change avoidance emotions and beliefs of teachers and may even be effective for addressing other classroom topics that are socially sensitive, such as biological evolution or climate change.

scholarly journals Who Should Be Deciding What to Be Taught in Schools? Perspectives From Secondary School Teacher Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051876790
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Felix Kondwani Maulidi ◽  
James Sitima ◽  
Zubing Luo
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Curriculum Development ◽  
Public Participation ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Teacher Trainees ◽  
Curriculum Choice

This study sought to gather perspectives on “who” and “what” should determine choice of the curriculum for secondary school teacher education. Five heads of departments for secondary school teacher education and 3 cohorts of secondary school teacher trainees participated in the study. Findings reveal mixed perspectives on determinants of curriculum choice. However, both sets of respondents agreed that there is need for increased and improved public participation in curriculum development activities. Practical and theoretical implications of the findings are discussed in this report.

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.

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