In recent developments, early childhood education in Saudi Arabia have captured political and governmental interests, conceiving the promising returns of investing in early years. This research has adopted an analytical descriptive approach through content analysis of curriculum philosophy (theories and principles) of three models of early…

How can teachers adapt the curriculum to help advanced learners attain expertise? An abundance of research exists on the topic of expertise, exploring the traits students exhibit as they progress from the initial stages of novice-like uncertainty to the more confident stages of expertise. However, fewer researchers have demonstrated how teachers…

The Information System (IS) model curriculum has been advanced by the Association of Computing Machinery (ACM), the Association for Information Systems (AIS), and other associations since the 1970s. The IS2002 and IS2010 curriculum models have been positively received by both academic institutions and industry alike. Each of these models used…

Given the contemporary context in which scholars debate the "crisis in the humanities," this study addressed how and why arts and humanities fields in higher education are changing. An overarching theme to much of these debates, crisis or no crisis, is neoliberalism, a political and economic philosophy that is pervasive to higher…

The publication of the C3 Framework and the development of the C3 Inquiry Design Model (IDM) were just the beginning! The basic IDM blueprint has become a widely accepted foundation for inquiry-based teaching. This book presents new variations of that blueprint to support curricular and instructional strategies that target specific goals-for…

"Literary Imagination and Professional Knowledge: Using Literature in Teacher Education" establishes a foundation for expanding the use of literature in teacher education curricula. The contributors to this collection have a wide variety of education and experience, thus bringing a richness to the content of the volume. Literature can be…

One of the many lessons of the COVID-19 pandemic has been the nature of it: it has been, and still is, an evolving situation in which there are many questions, but not always immediate or easy answers. Some of the pandemic experience has been shared, as almost 1.6 billion learners' educations have been disrupted and teachers have reported…

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that…

This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of 'powerful knowledge' and 'transformation' and 'epistemic quality' within which…

This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological -- how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical --…

Teacher educators must embody an equity-focused orientation when working with preservice teachers. The article shares insights gained from a quantitative exercise as part of a critical autoethnography project. We situate this project as professional development for two teacher education researchers. The goals were to deepen knowledge of and…

Internationalisation of the curriculum has been the subject of various debates in recent years in higher education institutions. In particular, the need to incorporate local knowledge systems when internationalising the curriculum continues to be a major challenge in African universities. This study explores faculty members' experiences inherent…

Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful…

Over the past decades, emerging focus has been on how teachers in Norway can foster citizenship in their classrooms to strengthen democracy. Yet, in conjunction with rising concerns of homegrown terrorism, a new curriculum in Norway draws on democratic education as a bulwark against terrorism. This paper explores the securitisation of the…

This article draws on a classroom project to explore the complexities of collaborative teaching within the music classroom, where a professional team collaborated to facilitate digital music-making at a lower secondary school in Norway during a student teacher practicum placement. The collaborative team, including in-service and pre-service…