Disruptions to higher education teaching have raised significant concerns over the best curriculum design for teaching online and for the inclusion of all students. Universal design for learning (UDL) together with curriculum research models -- taxonomy of significant learning and integrated curriculum design (ICD), provides a curriculum approach…

Teachers draw on an amalgam of knowledge bases in their summative assessment decision making. However, research indicates that teachers' actions do not necessarily reflect their knowledge of good summative assessment practice, as other factors are at play. This article draws on findings from a qualitative study to explore what drives the decision…

In Europe, liberal arts and sciences undergraduate university programmes are typically characterised by a high degree of freedom of choice in the curriculum. Educators often present this as allowing students to design an integrated, interdisciplinary curriculum around their particular interests. This paper explores how students in such programmes…

In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture.…

Debates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe.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'.…

This article describes part of a larger action research study carried out in 2018 with secondary school learners and teachers of English in southern Argentina. The study was guided by two aims: (1) improving English language learner motivation, and (2) transforming the English as a foreign language (EFL) curriculum through teacher and learner…

The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown…

Surprisingly little is known about the micro-leadership and management of the curriculum within schools. This study first applies a purpose-designed set of research instruments to penetrate the micro-workings of school decision-making in curriculum, teaching and learning. Second, it reports the findings from an application of the instruments in…

This article gives details of the Portsmouth Learning Community Assessment for Learning (AfL) project from 2002 to 2007. A context of research is given and a reframing of formative assessment suggested. Qualitative, positive effects are indicated resulting from teachers' collaborative action research and learners' involvement in classroom…