Search

It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present from Bloom’s Taxonomy Educational Objectives on the Leaving Certificate biology examination. The study analysed examination papers from the past and current biology syllabuses. Analysis was also carried out to determine the marks being awarded to the different cognitive objectives. The findings show that the examination predominately includes questions that do not promote higher levels of thinking. The majority of the marks on the paper were allocated to the lower objectives of the taxonomy, suggesting students can rely on rote learning to succeed when undertaking the biology examination. This study strongly highlights how high-stake examinations have a narrow scope in terms of student achievement and shows how current biology examination procedures promote low-level learning. This low level of thinking promotes rote learning and regurgitation of facts, requiring little to no understanding of the topics. To prepare students for the working world, there needs to be a shift from only terminal exams to a mixed approach.

The Eastern European block frequently looks to its western neighbours to help develop its medical faculties through the creation of exchanges supported by charitable organisations or through the development of International Exchange Fellowships. Such fellowships allow a unique opportunity to encourage observation, exchange and debate in the field of healthcare and medical education. This paper describes the Royal College of General Practitioners Ukraine Fellowship Programme (1993-1997), which has created two unique opportunities to explore healthcare delivery in a new primary care setting and discuss university curriculum design. The authors use these observations to discuss the possible reasons behind Ukraine's poor health statistics and what is needed at both primary care and university levels in an attempt to improve these figures.

When elementary school children first learn to write, they often find it difficult to think of things to say. One hypothesis is that young writers rely on a conversational model of communication and find it difficult to generate content in the absence of a conversational partner. The present experiment was designed to learn if a dialogue writing task, in which the story characters “talk” directly to one another, would help children write longer narratives. Dialogue writing samples from sixth-grade students in three classrooms were compared with standard narratives written by the same subjects. The results showed that children wrote longer stories and enjoyed the sessions more when writing in dialogue. There was no difference in the results for children with different levels of reading skill or academic motivation. The results suggest that dialogue writing may be a valuable component of the elementary writing curriculum.

For gerontological educators, topics such as mortality, loss, and end-of-life issues often emerge or are central in their courses. However, the COVID-19 pandemic has raised our awareness of loss and death on a global scale and teaching during the pandemic has raised questions about how educators, communities, or systems of higher education can support students’ learning while simultaneously experiencing losses during intense times of uncertainty. In this mixed-method study of 246 students enrolled in undergraduate thanatology courses, we explored their levels of death anxiety and their experiences with pandemic-related losses. We found that students’ death anxiety increased significantly during the pandemic, in comparison to the years prior (p < .001). We also conducted a content analysis in a subset of students’ written narratives (n = 44) regarding their pandemic experiences. We identified three themes. Participants desired: (a) more flexibility from instructors, no questions asked; (b) more compassion and understanding; and (c) specific, targeted support resources. The voices of students were filtered through the authors’ interpretation as educators to provide several teaching recommendations that support student learning during challenging times. The recommendations align with a trauma-informed approach, given the high rates of death anxiety and ambiguous loss among students, and have immediate implications for educators teaching during the pandemic, and for years to come. Finally, we also advocate for more university and community-based thanatology, and gerontology education offerings in general, to help normalize conversations about death, loss, and bereavement.

adds the component of affordable, local access to information via data banks and communications networks, access that can aid student learning and personal productivity. The trick for campuses in coming years, then, will be to integrate computing into the curriculum in ways that recognize all three dimensions and their interdependence, especially when it comes to the support of instruction and student learning.

Provider recommendation is a primary reason for patient uptake of the human papillomavirus (HPV) vaccine. Most provider-focused educational interventions are focused on physicians, even though nurses are also important sources of vaccine-related information for their patients. This study examined whether a HPV educational intervention could improve nursing students' HPV knowledge, beliefs, and comfort with counseling. The same lecture on HPV and HPV vaccination was given to both medical and nursing students. To determine the effects of the lecture, students were asked to complete identical pre- and post-lecture tests with questions on demographics, knowledge, attitudes, and comfort with counseling on the HPV vaccine. Pre- and post-lecture test scores were compared between nursing and medical students to assess whether there were differences in pre-lecture test scores and/or changes in post-lecture test scores. On the pre-lecture tests, fewer nursing students responded correctly to knowledge questions, indicated positive attitudes or comfort with counseling about the HPV vaccine compared to medical students. However, similar frequencies of nursing and medical students responded correctly to knowledge questions and indicated a positive attitude, as well as a high comfort level with counseling on the post-lecture tests. Study results show that integrating lectures in a nursing program curriculum could be a feasible way to increase students' HPV knowledge. Having health-care providers with similar levels of knowledge, attitudes, and comfort with counseling on HPV vaccination is ideal, as all share the responsibility of recommending the vaccine to patients.

This policy study examines how policymakers and policy experts in Norway made us of research and studies – produced in Norway, in the Nordic countries and outside the Nordic region – to explain the 2020 incremental school reform. In total, 2 White Papers, 12 Green Papers and 3438 texts, cited in the White and Green Papers, were used as data for the text-based social network analysis. The three major findings were the following: First, the policymakers and experts make excessive use of references (on average, 246 references per White or Green Paper). The publications they cite are highly specialized and issue centred with little overlap between the various papers. Second, the policy references for the 2020 reform were mainly domestic. Approximately 70% of the referenced texts were published in Norway. Finally, the social network analysis enabled the authors to identify five texts that were influential and that bridged curriculum with quality monitoring reform topics. The authors suggest that more attention should be paid to an analysis of incremental reforms such as the 2020 reform in Norway. They identify a few of the blind spots that the more commonly used focus on fundamental reforms tends to produce.

The article is a position paper on inclusive practice in education with respect to students with severe or profound and multiple learning difficulties (sld/pmld). It asks if children and young people with sld/pmld have been excluded from the policy and the practice of inclusive education. A review of the literature found that there is a research gap around inclusive education for learners with sld/pmld, and a review of historical and current practices indicated that this group of learners has indeed been excluded from both the policy and practice of inclusion in the United Kingdom with the use of curricula based on a mainstream linear and academic model reinforcing this exclusion. The study makes a theoretical and practical contribution to the continuing debate about inclusive education and will be of interest to teachers, parents, policy-makers and the learners themselves.

ing bodies "permit," "accept" or even "en courage" innovation in curriculum content and arrangements, these differences may be come greater and the search for "prin ciples" at the same time more difficult and more necessary. A closely related factor, which would seem to have more than a little significance for the future of faculty advising, is the modern student who is less willing to seek in himself reasons for his difficulty and more inclined to look to the limitations of

Objective: To determine the effectiveness of existing school entry and education mandates on HPV vaccination coverage, we compared coverage among girls residing in states and jurisdictions with and without education and school-entry mandates. Virginia and the District of Columbia enacted school entry mandates, though both laws included liberal opt-out provisions. Ten additional states had mandates requiring distribution of education to parents or provision of education within school curricula. Methods: Using data from the National Immunization Survey-Teen from 2009–2013, we estimated multilevel logistic regression models to compare coverage with HPV vaccines for girls ages 13–17 residing in states and jurisdictions with and without school entry and education mandates, adjusting for demographic factors, healthcare access, and provider recommendation. Results: Girls residing in states and jurisdictions with HPV vaccine school entry mandates (DC and VA) and education mandates (LA, MI, CO, IN, IA, IL, NJ, NC, TX, and WA) did not have higher HPV vaccine series initiation or completion than those living in states without mandates for any year (2009–2013). Similar results were seen when comparing girls ages 13–14 to those ages 15–17, and after adjustment for known covariates of vaccination. Conclusions: States and jurisdictions with school-entry and education mandates do not currently have higher HPV vaccination coverage than states without such legislation. Liberal opt-out language in existing school entry mandates may weaken their impact. Policy-makers contemplating legislation to improve vaccination coverage should be aware of the limitations of existing mandates.

The 1996 education White Paper on self‐governance confirms the government's long‐standing commitment to diversify educational provision and to employ grant‐maintained schools to take that agenda forward. This paper considers the extent to which self‐governing schools have contributed to diversification of the system and argues that there is little evidence that they have provided programmes which are innovative or mould breaking. Why this is the case is explored through interviews with headteachers of nine grant‐maintained schools. It suggests that school responses are crucially shaped by the headteachers’ interpretations of the conflicting demands of national policy frameworks and local competitive markets in education. In curriculum terms they show a propensity to consolidate their schools’ identities around what the schools have done in the past rather than embrace the opportunities to modernise presented through the government's funding priorities.

Around of reports calling for the reform of middle level schooling began appearing in the mid-1970s. Although middle schools were supposed to be responsive to the psychosocial, intel lectual, and physical needs of young adolescents, many seemed to resemble the junior highs they had replaced. Still in existence were six-period days, teachers organized by subject departments, and a curriculum which emphasized drill and practice in the four academic subjects. In 1975 The Association for Supervision and Curriculum Development published The Middle School We Need which reasserted the need to develop schools around the needs and characteristics of young adoles cents. The National Middle School Association pub lished This We Believe in 1982 and revised its position paper on the developmentally responsive middle level schools in 1992 and 1995In 1985 The National Association of Secondary School Principals released Aw Agenda for Excellence at the Middle Level which aimed at building school programs responsive to the needs of middle grades students. Summing it up in their 1989 report, Turning Points: Preparing American Youth for the 21st Century, the Carnegie Council on Adolescent Development claimed that "a volatile mismatch exists between the organization and curriculum of middle grade schools and the intellectual and emotional needs of young adolescents" (pp. 8-9). These reports all offered the education communi ty suggestions for improving what was happening in America's middle schools. These suggestions included, but were not limited to (a) the recruitment of educators who were knowledgeable about and committed to young adolescents, (b) the use of varied teaching and learning strategies, (c) the implementation of interdis ciplinary teaming, (d) reengaging families in the educa tional process, and (e) the availability of guidance and support services, including advisory programs. Beane and Lipka (1987) presented the following description of advisories

The authors present a position paper suggesting that while there is evidence for change within engineering curricula towards best practice, there are significant barriers primarily at the operational level, which bring into question the likelihood of more widespread adoption of hard won gains. It is argued that transformational change is required which (i) alters the culture of the institution by changing select underlying assumptions and institutional behaviours, processes, and products; (ii) is deep and pervasive, affecting the whole institution; (iii) is intentional; and (iv) occurs over time (Kezar & Eckel, 2002). It is also argued that change leadership of this nature must be distributed, not solely laid at the feet of Deans and Vice Chancellors. A strategy for change is presented based on observations and evidence from the Australian Learning and Teaching Council (ALTC) project "Design based curriculum reform within engineering education" and the recently completed ALTC Discipline Scholars' Survey of Engineering Academics grounded in the research for transformational change within businesses, universities and teaching and learning. This model for change proposes the development of a network of change agents built on a brokerage model to improve best practice and leadership capacity through systematically and directly engaging with the strategic/tactical and operational levels of engineering faculties. © Institution of Engineers Australia, 2013.

Numerous high school seniors nationwide are required to write a term paper in order to graduate. With more and more emphasis on the improvement of student writing, one approach that can be used to prepare students to write an "exit" term paper individually is to require first a co-authored paper. This approach is actually a variation of a cooperative learning program called Cooperative Integrated Reading and Composition (CIRC). CIRC, which is designed for reading, writing, and language arts in grades 3-5 (Slavin 1987), can easily be incorporated into the secondary school English curriculum through co-authoring. Cooperative learning is a methodology in which students work in small groups. Each group member is responsible for learning information provided by the classroom teacher and for helping other group members to learn that information. A cooperative learning group works to produce a product or achieve some other goal (Slavin 1987). Co-authoring is an example of cooperative learning. In co-authoring, students work in small groups to produce a paper. Each student co-author uses previously learned, correct grammar and principles of composition to write a specific section of the paper. Through critiques of sections written by other student co-authors, students help each other learn. The result of co-authoring is a completed paper comprised of sections written and edited by individual group members. Cooperative learning approaches, like co-authoring, provide students with opportunities to discuss and apply information previously presented by the teacher. When students learn in this manner, they increase their knowledge and understanding of a subject (Prescott and

level students revolving around themes that provide practice in life skills such as reflec tive thinking, problem solving, valuing, and social action. The National Middle School Association's Curriculum Task Force in its initial position paper (1993) supports learn ing experiences which are integrated, address students' own questions, and focus upon enduring issues and ideas, and active ly engage students in problem solving and a variety of experimental learning opportuni ties.

The title of this paper is derived from the 1983 position paper issued by the Committee on Primary Education.' As we will see, this paper makes a large number of recommendations about the form and content of Scottish primary education. Its five main sections are concerned with respectively the curriculum, responsibilities of teachers, the school community, schools, teachers and the wider community and, finally, staff development. One question we can ask about it concerns the rationale for its recommendations: for, like the Plowden Report of 1967, the document is coy on the matter of educational aims.2 Moreover, when it does mention aims, these are so vague as to be thoroughly unhelpful to our assessment of its recommendations. To some extent, the authors of the paper are aware of this deficiency, for they call upon the succeeding committee to produce a statement of the aims of education. In a modest way, this paper is intended as a first step towards that goal. My main interest is in matters of curriculum policy, and to a lesser extent with the role of teachers in the community and the role of parents and other non-teachers, in the schools. To start with, then, I look at the main curriculum recommendations in the report.

Prediction is impossible because circumstances alter and the pace of change is accelerating. We must not therefore be surprised, as we look at the programmes, strategies and aspirations of our predecessors to find them unsuccessful, poorly implemented or simply unfulfilled. We still await some of the aspirations of the 1943 White Paper Educational Reconstruction, and perhaps Better Schools (1985)2 will suffer a similar fate. On a shorter time span, what seems a watershed to a Secretary of State at Sheffield in 19843 at the beginning of a Parliament may look increasingly like a catastrophe. One recurrent theme in the educational debate is partnership. We need a set of principles to govern the continuing development of educational partnership in the school curriculum, the breadth of which partnership is promoted, I think, by HMI's definition in Curriculum 5-16.4 In the first part of this paper I want to note the context of partnership by examining massive social changes that have been taking place since 1945, the changes in government interest in 'the secret garden' in the past twenty years, and the general concern about the public service and professionalism in the modern state. In the second part I want to draw these remarks together to indicate how they affect an educational partnership but I shall focus particularly on two of the many relevant matters, namely the school and the local community and teacher professionalism. I shall end by sketching out the principles for partnership which we might seek to follow.

The viability of history as a discipline is being threat ened today on several f onts. Members of other social science disciplines condemn traditional research techniques as pass?, some historians have joined them in censuring traditional methodology, while others, dis heartened by current events, incline to suggest surrep titiously that perhaps Henry Ford was right, "history is bunk.,, Educationists continually charge that history is useless and dull, repetitious and tedious, and should be replaced by courses more concerned with present prob lems. Finally, and in the opinion of the writer most serious, is the growing discontent with history among some students who reject it as irrelevant and boresome. They incline to suggest it has no place in the curricula. This paper describes a methodology developed during twenty years as a college professor and suggests that it is indeed possible to devise a successful teaching method, if one gauges success on the basis of positive reaction, scholarly achievement, and absence of the charges of irrelevancy. Many historians violate the methodology of their profession by their acceptance of themselves as authori ties on the subject, rather than as guides to inspire stu dents to both critical thinking and participation in re search activity in a common quest for truth. Too many history courses are organized in a sequence of lecture examination, textbook, and an occasional term paper drawn from supplementary readings. This does not instill in the student a feeling of challenge or a desire to pursue the subject at any greater depth on his own; nor does it adequately introduce him to the fact that the study of history is in great measure the study of histori ography. Moreover, if an instructor organizes his lectures on a chronological-narrative basis, not only is the broad overview very often lost, but also the student remains unaware of the significance and impact of ideas (both in their abstract sense and as manifested in action), per sonalities, ideologies, and movements that span decades of names, events, and places. On the other hand, if an instructor organizes his lecture on a topical basis, he soon discovers that while his students are intellectually proficient in such concepts as Marxism, Nationalism, and Liberalism, they are sorely deficient in matters of dates, names, events, and places. It goes without saying that neither form of teaching is sufficient in and of itself. The writer believes that the history professor's major objectives should be to provide the student with leads to more leads in the study of history, to introduce him to the world of research methodology and historiography, and to teach him to teach himself. The methodology here described appears to be the most conducive to the attain ment of these objectives. It is based upon experiences in a course entitled Europe Since 1815, offered at the Uni versity of Northern Iowa and ones taught at five other institutions. This methodology can be divided into three cate gories. It should be kept in mind that these are never distinct or separate one from the other, either in theory or, hopefully, in practice. The categories include : lectures, examinations, supplementary assignments. The attempt has always been made to consciously and consistently relate each to the other two so as to present not only a unified picture of European history, but also to show the student that the topic can, and must, be viewed from as many different perspectives as possible. It is intended that the student will see that history is at one and the same time facts, (names, dates, events, places) as well as ideas, ideologies, forces, philosophies, and movements, and lastly, historiography itself. Effective study of these concepts necessitates that the instructor be highly selective in his lecture offerings, out of the abundance of historical material that must be taken

Campus concern is survival oriented. University commu iti s are worried about social, political, se curity, and financial crises. Concern for the curriculum, that life's blood of the university, has been for the mo ment overshadowed. But as the current confrontation eases the scholarly community will face anew the prob lem of "what should be taught ?" Perhaps the curricular issue will come to the fore as a result of reassessment of Black Studies programs. It may arise as a result of an untenable dropout rate among minority students. Or it may arise as a result of an in creasing rate of student transfers from one discipline to another. Whatever the cause, massive reassessment of university curricula is bound to come. This paper at tempts to identify a few basic curricular issues which lie in the path of relevant university programs, and pro poses a few specific curriculum development steps. No one man can perceive the complexities of the multiversity curricula, let alone the problems and weak nesses of the many programs, but a few common themes seem to this writer to be widespread. They are related to content organization, interdisciplinary relationships, stu dent consumerism, and relevance. These are not discrete categories. They are interrelated. A university is supposed to be a community of schol ars. It should follow that collegiate course work should promote scholarship. Scholarship involves promoting academic work and participating in the joys of creating new knowledge. Should not our students be pursuing scholarship ? Too often a university course is organized as a static historical presentation of data produced by scholars. Students are asked, once each semester or quarter, to dig from the archives enough additional static facts to fill a term paper of prescribed length. Evaluation of student performance is usually by rote memory questions. Writ ing style is a key to success in any university course. It is obvious that any scholar must master the history of his discipline and be able to communicate by means of a scholarly dialect to his peers. The problem is that scholarship involves so much more than this. Course work must develop the interrelationships between facts as well as identify them. Moreover the relationships be tween facts and concepts are not static. Somehow the dynamism of the discipline must be visible in course work. Disciplines are growing. Knowledge growth has been with us for so long that such terms as knowledge explo sion are already passing. Disciplines have histories, but they also have futures. Course work should reflect this by including trends and projections as a vital element for the students who will turn the trends into history. As a teacher educator, this writer has been contin ually appalled that his senior students cannot identify the difference between disciplines. For example, history majors cannot tell how their discipline differs from an thropology or sociology. Even worse they cannot recog nize that a new anthropological development might in fluence their discipline. Other groups of students are in little better shape. Students need to understand how new developments in one discipline spill over into other disciplines. Educa tors like John Dewey and Ned Flanders are widely studied outside of education. The work of psychologists widely influences other fields such as education. The work of giants like Einstein is so important that it is difficult to label them as belonging exclusively to any one discipline. The development of a new drug, such as the birth control pill, soon becomes relevant to scholars in all disciplines from medicine to sociology and education. Students need to be shown that the difference be tween disciplines is not as much in the data which "be long" to a particular discipline as in the method of the discipline. The problem solving procedures and the perspective of each discipline are unique. To take teacher education for a homey example, this writer often asks his senior students what a group of scholars would have to say about a pretty girl who is walking down a street. The data are the same for all scholars, but the psycholo gist would infer the girls' self-concept, the historian would think about her heritage, the dentist about her smile, and the educator would wonder about her motiva tion level. Unfortunately, college seniors can seldom de velop any hypotheses about the problem solving proc esses of various scholars. There is obviously an urgent need to upgrade instruction in the areas of disciplinary method and interdisciplinary exchange of knowledge. Most college students who march down the aisle to receive their degrees lack a most elementary concept about what it is like to produce knowledge in their disci pline. As graduates they will be expected to produce in their discipline, yet they have little idea about what the producing role is. The elementary and high schools of the country have done a much better job of resolving this problem than universities.

There are concerns that too many young people, from disadvantaged backgrounds, are moving into secondary education in the UK, and elsewhere, without the necessary literacy skills to make progress with the wider secondary school curriculum. A large number of interventions have been proposed to reduce this poverty gradient. This paper summarises the evidence from randomised controlled trials of seven popular interventions, giving a different comparative perspective to individual reports, and permitting more detail than a wider review. Of these, it shows that Switch-on Reading (Reading Recovery) and Accelerated Reader, for example, are currently the most promising. And that summer schools and the use of generic literacy software are the least successful and may even harm pupil progress. The way in which the evidence is assessed in this paper suggests a way forward for practitioners and policy-makers navigating the evidence in their areas of interest. There is also evidence that practitioners should be able to conduct robust evaluations of their own with only minimal support, which could lead to a revolution in school improvement. The combined results suggest that ‘soft’ evaluations may be worse than just a waste of time and money, and that theoretical explanations might appear satisfying to readers but are largely unnecessary when assessing ‘what works’ in education.

Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international evidence have been undertaken, but to date they have not been systematically located, synthesised and quality appraised. This paper seeks to redress that gap in the literature. It outlines in detail the reading policy development, mainly in England, but with reference to international developments, in the last 10 years. It then reports the design and results of a systematic ‘tertiary’ review of all the relevant systematic reviews and meta-analyses in order to provide the most up-to-date overview of the results and quality of the research on phonics.

Shanghai University School of Medicine was a newly established medical college in 2018. It is founded on the national health development policies, international medical development trends and the close relationship between the advantages of new medical courses and medical artificial intelligence, it is dedicated to using intelligent medicine as the breakthrough point, training graduate students in two interdisciplinary medical engineering subjects as the priority, and implementing the integrated medical curriculum teaching reform. In this paper, we introduce the background of the integrated medical curriculum system at the Shanghai University School of Medicine, the horizontal and vertical integration of medical courses in interdisciplinary medical engineering subjects, the cross-integration of traditional integrated medical courses with other disciplines and specialties, and the transformation mode of medical science and technology innovation led by artificial intelligence under the support of three-dimensional curriculum integration, putting forward the prospect of the curriculum integration system and providing experiences and references for other medical schools.KEY MESSAGESThis paper introduces the necessity and feasibility of implementing integrated medical course teaching in a newly established medical college.This paper introduces the strategies and concrete measures we took to implement integrated medical course teaching.The analysis of examination papers and other evaluations revealed that the integrated medical teaching for graduate students with non-medical professional backgrounds is feasible.

Some might fear that the local flavours of education will evaporate when encountering the hegemony of global, cognitive standards of the knowledge economy. This paper, however, shows that the evolution of curriculum can emerge in surprising directions, creating hybrid forms of education. We will investigate forms of meaning that emerge in Norwegian curriculum in the timespan 1988-2020, and show how systems theory can contribute to studying curriculum changes in a temporal perspective. The empirical case for investigation, is a diverse range of material, documenting curriculum changes in the mentioned period. Concepts from the late Luhmann’s 'theory of distinctions’ will thus be used to give meaning to the emergence of school reforms in Norway. The paper shows that Norwegian policy makers use increasingly complex deparadoxification strategies to deal with an uncertain future, conceptualized as externalization, oscillation, asymmetrisation, and internalization (re-entry). This is most pertinently demonstrated in the latest Norwegian reform LK20, in which a new, hybrid, 'temporal' construct of education, called “new-old-curriculum” or 'competence-Bildung’ emerges. We thus contribute to the field of curriculum studies by observing how changing observations of the past and future fuel and legitimize the evolution of new reforms. publishedVersion

Since the turn of the century, there have been frequent expressions of concern about a perceived lack of creativity in UK schools, in both curriculum content and in teaching. Recently, as the emphasis on mathematics, science and technology has strengthened, serious concerns have also been expressed about the marginalisation of the arts and creativity in schools. In the light of these concerns, this paper reports in-depth, qualitative research into the pedagogies of practising artists experienced in working with young people and highly valued by the schools that employ them. We use the notion of ‘signature pedagogies’ to argue that the artist–teachers adopted a particular stance and set of pedagogic practices that are coherent and distinctively different to those that are currently officially promoted in UK schools, and that this distinctive pedagogy enhanced both creative practice and engagement in the arts in the schools in which the artists worked. In this paper, we identify the signature pedagogies of the artists, theorise their stance and argue that the findings of our study provide a heuristic which can be valuable to all teachers who are interested in expanding their teaching repertoires and fostering students’ creativity.

Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students’ construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students’ construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education.

Through an evaluation of an institution-wide curriculum change process, this paper analyses how strategic policy is variously enacted in departmental communities. Linguistic ethnography of public, institutional and internal policy documents illuminates departments’ engagement with the change process. With curriculum change positioned as a disorienting dilemma, transformational learning theory provides a lens to analyse the departments’ alignment with the intention of the curriculum change policy. The paper explores the extent to which departments transformed from a disciplinary content-based and high-stakes examination approach to the curriculum to incorporating broader institutional aims and active learning theories into disciplinary language, pedagogy and practices. Three stages of engagement are identified through an evaluation rubric, offering a framework to assess curriculum change initiatives. Implications for educational leaders include the need to integrate institutional strategy with disciplinary experts and expertise and the importance of language adoption as a precursor to implementation.

This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children’s social and emotional wellbeing throughout the pandemic and beyond In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and outdoor learning, and highlight why both are needed, particularly in the context of Covid-19 We then chart the design of a six-week outdoor trauma-informed programme, devised to support children’s emotional regulation and overall sense of wellbeing The programme activities are aligned to the Northern Ireland curriculum, and are tailored to make use of the outdoor spaces available in the first author’s place of work – a primary school in South Belfast We conclude the paper by highlighting the importance of trauma-informed curriculum and pedagogical innovations and note future directions for trauma-informed schools Whilst there are many generic guidelines on trauma-informed care in schools, this paper makes a distinct contribution to the field;firstly by demonstrating how teachers can use their craft – teaching – as a component of TIP;and secondly by infusing trauma-informed principles within outdoor learning environments [ABSTRACT FROM AUTHOR] Copyright of Irish Educational Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )

This paper discusses Architectural History and Theory at the Graduate School of Architecture, University of Johannesburg in 2019. The curriculum is centered on a series of conversations as the means to generate forms of engagement for a plurality of voices, contested views and dialogic encounters, as a way of working toward an alternative institutional imaginary. The focus on conversation and dialogue aims to create a space for slow and shared scholarship, to become a manifestation of spatial resistance to the imperatives of the neoliberal university and global economies of higher education. This paper discusses some of the key conceptual and practical moves undertaken in the development of a new history and theory course through examples of student work. The paper points to inclusive and reflexive pedagogical methods and modes of collaboration as central to resistance, and as the means that enable generative and supportive networks across geographic and institutional boundaries.

This paper critiques the emergence of micro-credentials in higher education [HE]. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to 'discipline' the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of education, and it draws primarily on the sociology of Basil Bernstein to develop this critique, while also drawing on the Continental Didaktik tradition. It analyses the nature of the person envisaged in curriculum, the homo economicus of human capital theory. This self is a market self who uses micro-credentials to invest in this or that set of skills in anticipating labour market requirements. The paper uses a range of Bernstein's concepts to analyse the links between what is to be taught, to whom is it taught, and how is it taught in micro-credentials. It focuses on the principle of recontextualization which comprises instructional and regulative discourses, to examine the ways in which notions of the person and human motivation are reshaping relations of classification and framing in HE curriculum.

Newly diagnosed cases of cancer are expected to double by the year 2040. Although many different oncology teaching initiatives have been implemented, many students continue to report uncertainty when dealing with patients with cancer. Through this review, we aim to find the most effective teaching methods to better prepare future physicians. Papers studying different methods of teaching oncology were identified through a thorough review of specific electronic databases. Each study was analyzed and sorted into one of ten unique categories created by the authors specifically for this review. If portions of the study fit into multiple categories, relevant results would be analyzed in all applicable areas. Additionally, papers were separated and analyzed by country of origin, preclinical or clinical interventional basis, and quantitative versus qualitative form of statistical analysis. A total of 115 papers from 26 different countries and regions were included in the final analysis. 91.4% of papers analyzing Lecture and Small Group Discussions indicated a positive impact. 97.1% of papers analyzing Clinical Practice and Simulation indicated a positive impact. 100% of papers analyzing Early Experience and Mentorship, Summer Programs and Voluntary Electives, use of Multidisciplinary Teams, and Role Play stated that these methods had a positive impact. 50% of papers analyzing Computer/Web Based Programs indicated a positive impact. Clinical Practice and Simulation, Role Play, Summer/Elective Programs and interventions involving Multidisciplinary Team Work all appeared to be most effective. Intensive Block Programs, Didactic Lectures/Small Group Discussions, and Computer/Web Based Education tools as a whole were variable. General Review papers showed continued variability in domestic and international oncology curricula. Incorporation of effective teaching interventions should be highly considered in the future creation of standardized oncology curricula in order to best prepare the next generation of physicians. Future studies could explore the differing efficacies of teaching interventions in the postgraduate versus graduate realms.

Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. This paper examines this issue within the context of Northern Ireland. Drawing on qualitative interviews with 18 post-primary citizenship teachers, it argues that whilst the curricular text for citizenship education has encouraged teachers to discuss ‘the past’ in Northern Ireland only a minority of teachers do so. The paper suggests that teachers are constrained in their attempts to explore the past by a complex interplay of factors including cultural norms of avoidance and their interpretationof the current socio-political context. The paper argues that it cannot beassumed that teachers themselves possess the critical capacities that they are expected to nurture in pupils, yet, where efforts are made to harness such professional criticality, teachers are more likely to display the confidence and skill to discuss contentious issues related to the past.

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dom- inant White European canons does comprise much of our existing cur- riculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined con- sider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi- cultural knowledge canons facilitates marginalization and discrimin- atory cultures.

Martin (1989) described persuasive language as the language of power. When a person can use persuasive language effectively in speech and writing, it increases their ability to participate and access power in democratic societies. Persuasive writing is one of three key text types in the Australian Curriculum: English, and language features of persuasive text types are taught across the curriculum. Australian students’ ability to write persuasive texts has been assessed in seven of the past nine years of National Assessment Program – Literacy and Numeracy (NAPLAN) testing. One of the language features that is considered important in persuasive writing is grammatical metaphor. This paper employs concepts from systemic functional linguistics (SFL) to examine how ideational grammatical metaphor was used in the 32 highest scoring persuasive texts written by Tasmanian primary and secondary school students for the 2011 NAPLAN test. The results show that high achieving students demonstrated an ability to use ideational metaphor in their persuasive writing from the middle primary school years. This paper aims to provide guidance for Australian primary and secondary school educators by showing how and in what ways high achieving students use grammatical metaphor for persuasive purposes in NAPLAN responses across the tested year levels.

In 2019, the Human Factors and Ergonomics (HFE) discipline turned 70; to celebrate, an international group of academics and educators have reflected on the status of HFE tertiary education across the globe. This paper draws on presentations and discussions from the 20th Triennial International Ergonomics Association (IEA) conference and considers the implications for HFE education programmes. Past, current, and future challenges are outlined and discussed with examples from different countries and programmes. This paper builds on 2012 strategy proposed by Dul and colleagues, to strengthen the demand, and application, of the HFE discipline and profession. It provides a considered set of reflections, noting the range of structural issues and financial pressures within the tertiary education system that create challenges for the viability of specialist programmes such as HFE. A need exists for the broader profession to collaborate and share innovations in HFE programme development, to ensure sustainable HFE education programmes.

This paper explores the relationship between changes in individual beliefs and behaviours, couple relationship dynamics and gender norms – and how interventions can influence these. It draws on longitudinal qualitative research with heterosexual couples who participated in the Indashyikirwa programme in Rwanda. The couples followed a curriculum designed to improve relationship skills and reduce the gender-inequitable beliefs, behaviours and norms that underpin intimate partner violence. Qualitative findings show that the programme resulted in moderate, but significant, positive ‘shifts’ in individual beliefs and behaviours, couple relationship dynamics and levels of inequality - increasing men’s engagement in domestic duties, women’s participation in household decision making, and women’s access to economic resources. They also suggest which parts of the couples’ curriculum were most effective in catalysing these changes. However, the data also show that these ‘shifts’ occurred without fully transforming deeply-entrenched beliefs and norms around gender roles and male authority over economic resources. The paper suggests that the persistence of these beliefs and norms constrained the extent of changes among couples – and could potentially constrain their longevity and act as an obstacle to longer-term, larger-scale changes in gender inequalities and violence.

This paper adds to a growing body of literature which views global citizenship education as part of a broader social and cultural process of subjectivity production. Rather than focus on global citizenship in relation to pedagogy or curriculum content, as much of the previous research literature has done, this paper examines it in relation to the practice of travel. Drawing on data generated in ethnographic fieldwork in two UK schools, the paper explores the way in which the young people in these settings used travel to position themselves as successful, mobile, global citizen subjects. The paper argues that these subjectivities were negotiated as part of a dynamic process: one which took place across multiple spaces, in a myriad of different relationships, and in the deployment of a number of different power relations. The paper concludes with some thoughts about the practice of school travel and how it might effectively be focused upon in future research.

Nolan and Temple Lang (2010) argued for the fundamental role of computing in the statistics curriculum. In the intervening decade the statistics education community has acknowledged that computational skills are as important to statistics and data science practice as mathematics. There remains a notable gap, however, between our intentions and our actions. In this special issue of the *Journal of Statistics and Data Science Education* we have assembled a collection of papers that (1) suggest creative structures to integrate computing, (2) describe novel data science skills and habits, and (3) propose ways to teach computational thinking. We believe that it is critical for the community to redouble our efforts to embrace sophisticated computing in the statistics and data science curriculum. We hope that these papers provide useful guidance for the community to move these efforts forward., In press, Journal of Statistics and Data Science Education

Debates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why. The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection. The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession.

Background The work forms part of a study conducted in the UK at the time of the Principia Mission, in which the British astronaut, Tim Peake, went to the International Space Station. Purpose This paper describes the development and use of an on-line instrument to measure young people’s attitudes to STEM subjects and to human spaceflight. Sample 555 primary students and 796 secondary students completed all three surveys. Students were aged 9 and 12 at the first data collection point. Design and methods The study as a whole was a three-year, mixed-methods study combining a large-scale survey of attitudes to STEM subjects and to human spaceflight with interviews with participating students and staff. This paper reports the survey data. Data were gathered at three points: prior to the Principia Mission, shortly after, and approximately one year later. Results Students were positive about the value of STEM subjects, and about space science. Paired t-tests showed few significant differences in the pre- and post-surveys. There was a downward trend from primary to secondary age groups in relation to considering careers in STEM subjects and in space science. Primary students retained more interest in STEM subjects and showed increased interest in aspects of space science than secondary students. Boys were more positive about space than girls, and more likely to see themselves working in STEM areas or space science. Conclusion The study suggests that spaceflight as a context stimulates immediate situational interest in students, but not longer-term interest. Thus, there does not appear to be a case for substantially increasing coverage of space science in the school curriculum. However, the findings point to the desirability of including more information about careers, including careers in space science, in STEM lessons.

This paper examines how a new policy was enacted by teachers with different working conditions in Indonesia. The concept of curriculum enactment and an elaborated theoretical perspective for understanding teachers’ professional judgement are presented to reveal whether teachers from different school sectors encounter dilemmas in curriculum reform and whether they display consistency in their patterns of resolving those dilemmas. The data reported in this study were obtained from transcripts of interviews and fieldnotes of classroom observations with nine teachers from state and private secondary schools in Indonesia. The results suggest that the two groups of teachers experienced different dilemmas and developed different resolutions. The paper concludes that the resolutions adopted by teachers reflected their attempts to ‘act for the best’.

Multiple papers have been presented to define patient-centered care, with regulatory bodies such as the General Medical Council mapping this in their professional standards. Educational institutions clearly value instilling appreciation of patient-centredness in medical training, and attempts have been made to make medical education more patient-centered in practice. Such attempts are often limited to expert patients sharing personal stories, and public involvement in teaching. Despite the drive towards patient-centered care and medical education, there has been no attempt to formally define what patient-centered medical education is and what it means to medical educators globally. This paper proposes a definition of patient-centered medical education that is about the patients, with the patients, and for the patients, to ensure current and future doctors remain sensitive to all of the needs of the people they care for. This should be considered at both the micro and macro community levels.

This paper reports on an international collaborative project working with deaf learners (19-28 years old) of English literacy in five locations in India: Indore, Vadadora, Comibatore, Pattambi and Thrissur. Indian Sign Language (ISL) was the language of instruction. The project drew on a social practices view of literacy. Deaf peer tutors were trained in creating lessons using authentic materials: texts collected from students’ everyday lives. Tutors and students shared content via an online teaching resource. In the paper, we draw on notes from the training, tutor and student data, to clarify the strengths and challenges of this approach. Real literacies were used fruitfully, but authentic texts could be complex and grammar lessons were often unrelated to these texts. This challenged our assumptions about the applicability of the real literacies concept to pedagogy. Nevertheless, the study confirms the value of an approach that privileges ISL, peer tuition, and online materials.

This paper focuses on the professional development of primary school teachers using drama to develop creative writing across the curriculum. Sponsored by the United Kingdom Literacy Association, the two-term project involved four teachers working with theatre educators to use process drama. The collaborative approach was supported by learning conversations, which took place after each lesson, involving Higher Education academics. Data were collected by academics observing the lessons, taking notes during learning conversations and undertaking interviews with the teachers in order to capture experiences of the landscape of education as they were encouraged to cross boundaries of practice. Data were analysed using Clarke’s model (2009) of teacher identity and this demonstrates how three of the four teachers resisted boundary crossing as a result of the landscape of performativity, which is seen to prohibit child-centred approaches. One teacher was able to cross boundaries and this is seen to be a result of the substance and telos of his identity. His boundary crossing emphasised the theatre educators’ reluctance to change their self practices - the paper concludes by highlighting the importance of all partners being involved in practice, learning conversations and data collection in order to create the ideal conditions for boundary crossing.

This paper examines processes of datafication in early childhood education (ECE) settings for children from birth-five years in England and how this relates to increased formalisation. Unusually, ECE in England includes a standardised curriculum and formative and statutory assessments; thus it has been described as subject to both datafication and ‘schoolification’, a term used to describe the adoption of school-like practices and values in ECE. Using interview data from ECE settings over the last decade and a theoretical framework drawing on Foucault and Deleuze, the paper sets out the ways in which settings in schools and nurseries are subject to the demands of data, and how this produces data-driven subjectivities for both teacher and child. These developments are then linked to aspects of ‘schoolification’ including more formal teaching, a focus on literacy and mathematics, and use of ‘ability’ grouping.

Urban ecology has matured as a field of investigation. This paper explores how well it has transitioned into the educational curricula of UK Higher Education Institutions (HEIs) by mapping the presence of urban ecological or environmental topics across undergraduate and postgraduate programmes. The prevalence of different topics, the level at which they are taught, and the disciplinary areas in which they are housed, are quantified. Urban ecological topics are found in programmes across 50 of 147 HEIs (34%), mainly taught in ancillary fashion to support wider subjects, though some specialist modules and even programmes do exist. Only one HEI incorporates a compulsory (core) dedicated urban ecology module at undergraduate level. Much urban ecology teaching takes place at advanced undergraduate and postgraduate levels. Applied topics are usually taught from an environmental science perspective, with common examples including urban hydrology, climate and green infrastructure; probably to address global concerns about urban sustainability and resilience. In particular there is scope for greater incorporation of urban ecology topics and themes into biological and ecological programmes, and utilising cities as labs to explore these topics. The paper concludes with a discussion of some of these possibilities.

Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah Neff, and Norma Gonzalez. 1992. ‘Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.’ Theory Into Practice 31 (2): 132–141]. The findings in this paper focus on: (1) how curriculum is enacted and mediated in alternative education settings; (2) the pedagogical decisions of teachers as they strive to connect their students to learning and (3) the tensions in assessment practices as teachers and alternative settings attempt to provide authentic and yet certified evidence of learning through the formal state assessment processes. This article is timely as it offers a view of the under-researched area of alternative settings in Ireland.

This paper reviews sociological literature to explore the challenge transnational populations pose for nation-based curriculum, and vice versa. With increasing access to dual citizenship and temporary migration, more people are living transnational lifestyles. This poses new challenges in raising the transnational child. Transnationalism has emerged ‘bottom-up’ from individualised choices and circumstances rather than ‘top-down’ through institutional strategy. As a result, education sectors are yet to respond with a reoriented curriculum that can accommodate polycentric lives. This paper adapts Beck’s critique of methodological nationalism and proposes a parallel concept in the curricular nationalism underpinning much official curriculum. It then reviews literature reporting on three curricular experiments that seek to cultivate citizenships above and beyond the nation. While such transcendent designs on citizenship unsettle curricular nationalism, they fail to address the specificities of transnational child’s memberships both here and there. The pedagogic principle of ‘connectedness’ is retooled as a pragmatic way forward.

This paper evaluates the recent reform to the curricular governance framework for UK Economics teaching: the revised Subject Benchmark Statement document for Economics (SBSE). The crisis of confidence in economics which was amplified by the global financial crisis presented an opportunity for fundamental change in economics teaching. The paper asks whether the new SBSE represents change. We ask whether the new SBSE is pluralist with regard to economic theory and method; how it treats the economy and its wider socio-political dimension; what are its educational goals and approach; and overall, how much change has it brought? The paper concludes that the new SBSE does not constitute change: it still exhibits limited pluralism, ignores ethics, power and politics and ignores key educational goals.

Background A growing body of research continues to elucidate health inequities experienced by transgender individuals and further underscores the need for medical providers to be appropriately trained to deliver care to this population. Medical education in transgender health can empower physicians to identify and change the systemic barriers to care that cause transgender health inequities as well as improve knowledge about transgender-specific care. Methods We conducted structured searches of five databases to identify literature related to medical education and transgender health. Of the 1272 papers reviewed, 119 papers were deemed relevant to predefined criteria, medical education, and transgender health topics. Citation tracking was conducted on the 119 papers using Scopus to identify an additional 12 relevant citations (a total of 131 papers). Searches were completed on October 15, 2017 and updated on December 11, 2017. Results Transgender health has yet to gain widespread curricular exposure, but efforts toward incorporating transgender health into both undergraduate and graduate medical educations are nascent. There is no consensus on the exact educational interventions that should be used to address transgender health. Barriers to increased transgender health exposure include limited curricular time, lack of topic-specific competency among faculty, and underwhelming institutional support. All published interventions proved effective in improving attitudes, knowledge, and/or skills necessary to achieve clinical competency with transgender patients. Conclusion Transgender populations experience health inequities in part due to the exclusion of transgender-specific health needs from medical school and residency curricula. Currently, transgender medical education is largely composed of one-time attitude and awareness-based interventions that show significant short-term improvements but suffer methodologically. Consensus in the existing literature supports educational efforts to shift toward pedagogical interventions that are longitudinally integrated and clinical skills based, and we include a series of recommendations to affirm and guide such an undertaking.

This article examines the potential of history as a subject to contribute to a ‘knowledge economy’. Global trends in curricula reforms have often emphasised generic competences and development of students’ critical thinking to benefit the future economic position of citizens and nations. However, viewing knowledge in these terms presents a reductive view, particularly given that there is no clear definition of the nature of the knowledge which could or should be universally deployed in the pursuit of a ‘knowledge economy’. This paper presents an argument that a focus on ‘powerful’ disciplinary knowledge and ‘valuable’ frameworks of knowledge, in areas such as history education rather than generic competences and skills, would better serve a knowledge economy. Drawing on two empirical studies from England and New Zealand, which present different policy contexts, the paper explores the extent to which the potential of history education is being realised to develop such powerful and valuable knowledge. The data reveal similar patterns in both contexts; despite the history teachers in both countries sharing a disciplinary understanding of the subject this is not comprehensively reflected in the curricula they construct, and there are few attempts to create coherent frameworks of knowledge. This suggests that the opportunities for history education to support the development of a knowledge economy have not been fully realised and exploited.