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	J. of Curriculum Studies Research (Followers: 2)

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Journal of Curriculum Studies Research
Number of Followers: 2

This is an Open Access Journal

Open Access journal
ISSN (Online) 2690-2788
Published by Open Science Publishers LLP

[1 journal]

The Challenging and Transformative Implications of Education for
Sustainable Development: A Case Study in South Korea
- Authors: Jung Hee Sung, Jee Eun Choi
  Pages: 1 - 14
  Abstract: Sustainable development can be considered one of the biggest global challenges of this era, especially in the domain of education. Hence, this paper presents a case study on how the “Tongyoeng Regional Center for Expertise (Tongyoeng RCE)” has contributed to the practice of Education for Sustainable Development (ESD) and to the reformation of curriculum development process in South Korea. It establishes a cooperative system between formal education and in/non-formal education within an environment of a conservative and exclusive educational system. While focusing on the substantial achievement of Tongyoeng RCE that has transformed the South Korean education system from a “knowledge and grade-centred” Eastern educational regime to a “value and practice centred” one, this study also addresses how the RCE has initiated a “learning society,” that is, decentralized and deregulated educational communities that are more flexible in resolving the unprecedented challenges of globalization. This research emphasizes the implications of education for sustainable development as a challenging and transformative curriculum development process in South Korea.
  PubDate: 2022-04-05
  DOI: 10.46303/jcsr.2022.8
  Issue No: Vol. 4, No. 2 (2022)
Analysis of Transformational Teaching as a Philosophical Foundation for
Effective Classrooms
- Authors: Bunmi Isaiah Omodan, Billey Addam
  Pages: 15 - 29
  Abstract: Nowadays, many classrooms are content-based and, therefore, disadvantage students from gaining lifelong skills that could support them in their future endeavours. This study proposed transformational teaching as a veritable strategy for effective classrooms where teaching and learning are taken beyond content delivery. This theory enables teachers/instructors/lecturers to promote expressive change that could lead to life-changing experiences among students. The study answers the following question: How can transformational teaching be presented as a stimulative teaching strategy for effective classrooms. The study is located within the transformative paradigm and designed with concept analysis, where the principles of transformational teaching are conceptualised and analysed using thematic analysis. The study was implemented by exploring the theory, its assumptions, and the connections between the theory and classroom activities. The study found that when effectively implemented in the classrooms, transformational teaching will enhance students’ lifelong learning experiences and contribute to a productive society. The study further recommends that teachers and students adopt transformational principles/strategies in curriculum facilitation (in the teaching and learning activities).
  PubDate: 2022-04-05
  DOI: 10.46303/jcsr.2022.9
  Issue No: Vol. 4, No. 2 (2022)
A Reductionist Approach in Curricular Planning for Teaching Language Arts
- Authors: Bruce Douglas Taylor
  Pages: 30 - 43
  Abstract: Contemporary education faces multiple challenges that encumber today’s public school teachers, especially those in English Language Arts (ELA). One aspect remaining consistent over the decades is the imbalance between the amount of curricular material teachers are directed to teach and the time school districts allot to do it. It is likely a contributing factor to burnout and attrition in the faculty workforce. This essay presents counterintuitive reasons for proposing the implementation of a “proof of concept” intra-school research project that would demonstrate the potential value of a reductionist approach to the amount of content required in curricular designs. It may have the potential to increase cognitive capability of students along with reducing stress on teachers; not only by curtailing the number of texts for student study, but by incorporating methodologies of how texts are selected, analyzed and taught as well as students’ creation of their own.
  PubDate: 2022-05-12
  DOI: 10.46303/jcsr.2022.10
  Issue No: Vol. 4, No. 2 (2022)
Teachers Pedagogical Content Knowledge in Graphical Communication Concept:
A Case of Four Selected Township Schools
- Authors: Busisiwe Helen Hlatshwayo, Ndlelehle Skosana, Samuel Khoza
  Pages: 44 - 58
  Abstract: This study investigated Grade 8 teachers’ challenges in Graphical Communication. The study made use of a qualitative research approach to conduct. A total of 10 Grade 8 teachers were planned to be purposively sampled for the study. However, due to COVID 19 restrictions, we ended up having eight Grade 8 teachers offering Technology subject. The Pedagogical Content Knowledge notion that was coined by Shulman was used to underpin the study as a framework. Data was collected through face to face interviews with the teachers as well as classroom observation during Graphical Communication concept teaching. Interview data was analysed using verbatim quotes whereas classroom observation was analysed descriptively. Findings of the study revealed that teachers are not adequately trained to teach Technology subject. Issues of classroom overcrowding and poor infrastructure also was a challenge. Teachers’ instructional strategies were also a concern and the use of traditional method is still widely employed in the teaching of the said concept. The study recommends that models be sought for abstract concepts to be learnt with ease. Schools need to secure qualified teachers for the subject in order for teaching and learning to be effective. Technology integration is also advised as a resource that would stimulate learning.
  PubDate: 2022-09-24
  DOI: 10.46303/jcsr.2022.11
  Issue No: Vol. 4, No. 2 (2022)
The First Life Studies Curriculum in the History of the Turkish Republic
and the Influence of John Dewey
- Authors: Mehmet Melik Kaya
  Pages: 59 - 88
  Abstract: In accordance with the interests of the country, in an integrated manner with the civilized world, existing institutions and practices have been modernized in the Republican era, in addition to laying the foundations of the institutions and practices in modern Turkey. Important revisions have also been made in the field of education while these foundations were being laid. One of these revisions was the abolition of the 1924 curriculum, which was previously prepared quickly, and was considered not to fully meet the needs of the country, as well as the replacement of the 1926 curriculum. This revision has undoubtedly brought about important changes with it. One of these changes is that a Life Studies course was included in the curriculum for the first time, as a separate pivotal course within the framework of John Dewey’s collective teaching approach. The purpose of this study was to examine the first Life Studies curriculum of the Turkish Republic in terms of goals, content, objectives, skills, values and attitudes. In this study, designed in the qualitative research design, the historical research method was preferred. The data of the study were gathered using document analysis and literature review. The findings obtained were considered to be a tool that would serve the purpose of the research and be analyzed through the descriptive analysis method. According to the results of the research, it was found that the Life Studies course is included in the curriculum as a pivotal course in the first three grades of primary education with an interdisciplinary approach. The content of the curriculum includes numerous objectives, such as learning by doing, field trips, decision-making, communicating, learning rules and preparing the child for life as an entrepreneur.
  PubDate: 2022-10-16
  DOI: 10.46303/jcsr.2022.13
  Issue No: Vol. 4, No. 2 (2022)
Paideia and Israel Education
- Authors: Ira Daniel Glasser
  Pages: 89 - 100
  Abstract: Educative processes must account for content, learners, teachers, and contexts in order for it have meaning for learners. Seen through the lens of the reflective practitioner, this paideia considers models of general education, the relationship between vision and praxis, and their implications on Israel education. Contained herein are a set of core principles and ideas, pedagogic practices, and aspirations connected to Israeli and Jewish history, people, and their expansive canon of text allowing for the acquisition of values, content, and skills for all learners – students and teachers alike – to explore what their personal relationship with Israel entails.
  PubDate: 2022-12-13
  DOI: 10.46303/jcsr.2022.15
  Issue No: Vol. 4, No. 2 (2022)