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Brandon M. Butler; Stephen R. Burgin – Educational Forum, 2024
Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two…
Descriptors: Teacher Collaboration, Team Teaching, Interdisciplinary Approach, Integrated Curriculum
Hizli Alkan, Sinem – Journal of Educational Change, 2023
Teachers exercising reflexivity through their internal conversations is one of the most important factors in the process of curriculum change. Drawing from Margaret Archer's theory, this research explores teachers' internal conversations in their own descriptions about a range of matters related to curriculum making. Eight secondary school…
Descriptors: Foreign Countries, Secondary School Teachers, Curriculum Development, Inner Speech (Subvocal)
EFL Reformed Curriculum in Vietnam: An Understanding of Teachers' Cognitions and Classroom Practices
Tran, Nam Giang; Ha, Xuan Van; Tran, Ngoc Hai – RELC Journal: A Journal of Language Teaching and Research, 2023
Second/foreign language (L2) education reforms have triggered increasing research investigating the effectiveness of and teachers' cognitions and practices concerning the reformed curricula. This study extends this line of enquiry by employing a sociological perspective, an undertaking that little prior research has demonstrated in L2 teacher…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Educational Change
Pillay, Venitha – Professional Development in Education, 2020
This article is empirically embedded in data collected from a professional development programme titled "Jika iMfundo," aimed at changing teacher's classroom practice. "Jika iMfundo" means 'to turn education around' in isiZulu, a South African language that is widely spoken in the province of KwaZulu-Natal. The programme was…
Descriptors: Foreign Countries, Educational Improvement, Faculty Development, Curriculum Development
Opoku-Nkoom, Isaac; Ackah-Jnr, Francis R. – Support for Learning, 2023
Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and…
Descriptors: Foreign Countries, Inclusion, Elementary Schools, Principals
Silver, Daniel – Review of Educational Research, 2022
The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review…
Descriptors: Curriculum Development, Instructional Materials, Shared Resources and Services, Decision Making
Jarpe-Ratner, Elizabeth; Marshall, Booker – American Journal of Sexuality Education, 2021
For sexual health education implementation, program fidelity, defined as whether prescribed curricular components are delivered as prescribed, is critical. Whereas fidelity data is often collected quantitatively with little to no information about what changes were made and why, this mixed methods case study evaluation aimed to understand what…
Descriptors: Grade 9, Sex Education, Health Education, Public Schools
Katrina J. Debnam; Lora Henderson Smith; David Aguayo; Wendy Reinke; Keith Herman – Grantee Submission, 2023
The current study provided voice to nominated exemplar classroom teachers in identifying malleable, discrete aspects of the classroom environment, teacher behavior and practices that define culturally responsive instruction. Interview data from a sample of 13 teachers was analyzed using a consensual qualitative research approach. Results provided…
Descriptors: Teacher Attitudes, Culturally Relevant Education, Teaching Methods, Classroom Environment
VanTassel-Baska, Joyce; Hubbard, Gail Fischer; Robbins, Janice I. – Roeper Review, 2020
This article focuses on research findings from multiple evaluation studies on the teacher use of differentiated practices for gifted learners that have implications for best practice in gifted education internationally. Research questions centered on what specific differentiation practices were employed with gifted learners and distinctions found…
Descriptors: Academically Gifted, Individualized Instruction, Teaching Methods, Grouping (Instructional Purposes)
Jenkins, Gayle – Australian Educational Researcher, 2020
Teacher agency is enacted when teachers attempt to control or influence curriculum in an effort to achieve their desired outcomes. This article presents the results of a longitudinal qualitative case study which explored teacher agency using the Triadic Reciprocity Framework Core Agency Concepts (TRFCAC) model. The current study identified teacher…
Descriptors: Professional Autonomy, Teacher Effectiveness, Curriculum Development, Educational Change
Baker-Doyle, Kira J.; Gustavson, Leif – Journal of Educational Change, 2016
This study describes how a group of teachers in a US public school developed and used permission-seeking moves as strategic and agentic tools to change their school curriculum and challenge norms of teaching. Although the notion of asking permission is typically considered disempowering in educational contexts, this study demonstrates that certain…
Descriptors: Public School Teachers, Change Strategies, Educational Change, Cooperation
Araújo, Isabel; Pinheiro, Rita; Azevedo, João Nuno; Faria, Sónia; Velho, Manuela Vaz – International Association for Development of the Information Society, 2020
Currently, there is still an opposition of teachers to the implementation of new technologies in an educational context. Although several studies point out the relevance of the use of information and communication technologies in pedagogical practices, providing educational contexts more focused on learning practices and fostering more active and…
Descriptors: Entrepreneurship, Food, Integrated Learning Systems, Teaching Methods
Kisirkoi, Florence Kanorio; Mse, Godfrey – Journal of Curriculum and Teaching, 2016
Education in Kenya requires rethinking as the country faces the demands of educational and socio-economic transformation of the 21st century. One of the general objectives of primary education in Kenya states that primary education should provide the learner opportunities to acquire literacy, numeracy, creativity and communication skills. There is…
Descriptors: Curriculum Implementation, Foreign Countries, Educational Improvement, Outcomes of Education
Giffen Cheng, Yueh Hsiu; Chou, Wen-Shou; Cheng, Chun Wen – International Journal of Art & Design Education, 2014
The main purpose of this study was to understand the common attitudes and behaviours of teachers in Taiwan with regard to the implementation of arts infused curricula, as well as the individual problems these teachers encounter. From these results, we extracted reference data for the benefit of schools and policymakers in promoting arts infused…
Descriptors: Foreign Countries, Teacher Attitudes, Teacher Behavior, Curriculum Implementation
Pressley, Tim; Roehrig, Alysia D.; Turner, Jeannine E. – Teacher Educator, 2018
This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their…
Descriptors: Elementary School Teachers, Teacher Evaluation, Educational Change, Evaluation Methods