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Knowledge and the New Zealand Curriculum "Refresh"
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Graham McPhail; Barbara Ormond; Alexis Siteine – Journal of Curriculum Studies, 2023
This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…
Descriptors: Foreign Countries, Curriculum Design, Intellectual Disciplines, Knowledge Base for Teaching
Empowering Educators: A Sociological and Critical Inquiry into Teacher Models
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Mehmet Fatih Döger – Journal for Critical Education Policy Studies, 2025
The aim of this study is to interpret the roles and models of teachers, as the most fundamental actors of education, through their own narratives. This research employs a qualitative case study methodology, utilizing semi-structured interviews with a group consisted of eleven master's and doctorate teachers working in Türkiye in the field of…
Descriptors: Foreign Countries, Graduate School Faculty, Doctoral Programs, Masters Programs
Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
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Erin K. Bojanek; Sheida K. Raley; Karrie A. Shogren; Kathleen Lynne Lane – Grantee Submission, 2021
There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of…
Descriptors: Faculty Development, Special Education Teachers, Self Determination, Teaching Methods
Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
Peer reviewed Peer reviewed
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Erin K. Bojanek; Sheida K. Raley; Karrie A. Shogren; Kathleen Lynne Lane – Inclusion, 2021
There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of…
Descriptors: Faculty Development, Special Education Teachers, Self Determination, Teaching Methods