This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions in order to find out what resources are used by the teachers, how they are used, and for what reasons. The findings show that although teachers use a…

In the ever-evolving realm of educational research, the design and validation of curricula is gaining prominence. Ensuring both the internal and external validity of such designs is vital, with external validity, specifically applicability, highlighting the practical feasibility and relevance in real-world educational contexts. Drawing on Dewey's…

In Finland, curriculum design is allegedly carried out through a deliberative process that involves various stakeholders, interest groups, experts and ordinary citizens. To facilitate participation in curriculum design, online crowdsourcing has been applied. The objective of this study is to explore to what extent the design process of the latest…

Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary processes. Education policy documents presented teacher involvement in the reform as essential to the legitimacy and ownership of the curriculum in…

The primary objective of this paper is to present a curriculum design model that extends the 'Powerful Knowledge' ideas of social realist theory. The Model called 'Curriculum Design Coherence' (CDC) hypothesizes an approach in which subject concepts and the subject's epistemic structure are central to the design process to enable deep learning.…

Building on and going beyond Young and Muller's theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert's "capabilities" approach and "Bildung"-centred "Didaktik." The curriculum is "knowledge rich" in three respects.…

The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the…

This study focuses on the school-work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers' considerations, which generally remain…

High school academic departments remain under-examined yet powerful entities in American high schools. High status department leaders create and sustain narratives around teaching and learning, disciplinary-specific best practices, and the overall efficacy and effectiveness of any number of school improvement policies and initiatives promoted by…

The new Taiwanese citizenship curriculum has converted its traditional bullet-point guidelines to hundreds of open-ended questions. Each question acts to initiate collective inquiry, to stimulate the sharing of lived experiences and to trigger within-class conversations. The previous pre-determined educational objectives and learning outcomes, in…

This article investigates how Indigenous peoples have been portrayed in citizenship education in Taiwan since the downfall of the authoritarian regime in 1987. The trajectory of citizenship curriculum development elucidates how attitudes towards cultural citizenship and multiculturalism came into play to form the narratives we find in schools.…

Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the…

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…

This article examines teachers' work as part of the everyday life of classrooms, schools and communities--as curriculum design, dynamic pedagogies and as an oeuvre which is assembled over time. One of the hardest aspects of the everyday work of teachers, and perhaps one of the most under-rated and under-studied, is listening, really listening.…

This study examines teacher implementation of an adolescent literacy curriculum designed as an intervention for students reading two years below grade level. Specifically, this work focuses on the adaptations made by four experienced teachers in a single school that sustained implementation of this curriculum after the intervention trial had…