Curriculum

Regression and neural network models of wage determination are constructed where the explanatory variables include detailed information about the impact of school curricula on future earnings. It is established that there are strong nonlinearities and interaction effects present in the relationship between curriculum and earnings. The results have important implications in the context of the human capital versus signalling and screening debate. They also throw light on contemporary policy issues concerning the desirability of breadth versus depth in the school curriculum

Road Maps: a guide to learning system dynamics

MIT System Dynamics Education Project developed Road Maps, a series of self-guides, modeling and selected literature to help students and teachers learn the principles of system dynamics. This site is part of that project, and provides listings of articles and othe webpages containing discussion of Road Maps publications. Road Maps are a series of self-guides that use modeling exercises and selected literature to provide a resource for learning about the principles and practices of system dynamics. Educational levels: High school, Middle school, Undergraduate lower division, Undergraduate upper division

EAL and English: subjects and language across the curriculum

English is a core subject of the National Curriculum, and English is also the oral and written medium of instruction for the whole curriculum. ‘English across the curriculum’ conceptualises pupils applying their knowledge of these strands to other domains of subject knowledge. Subject English is highly politicised and contested; no other curriculum area undergoes such continuous scrutiny and revision. English as an Additional Language (EAL) is, in contrast, a ‘diffuse’ curriculum area which is not articulated as a distinct subject or a controversial domain of learning although, like English, EAL crosses all curriculum subjects. Part of an online series on EAL and curriculum subjects, the article discusses how pupils learning EAL apply their developing knowledge of English as well as their other languages in this particular subject area and how the curriculum in English can create additional linguistic and cultural demands on pupils learning EAL, making subject knowledge and understanding more challenging. Funded by TDA

The context of contemporary curriculum change.

The aim of this paper is to provide an introduction to the broad field of curriculum change, with the focus being on school curriculum. The first part of the paper provides a brief overview of curriculum change in New Zealand at the national level. In the early years of a state system of schooling, curriculum revision was highly centralised, giving way in recent decades to a wider involvement of stakeholders. The second part examines how national curriculum implementation in schools involves input from the state and schools; in particular, reference is made to a greater emphasis upon school-based curriculum development. It is argued that to achieve greater teacher involvement in school-level decisions, ongoing professional development of teachers is necessary

Entrepreneurship in American Higher Education

Presents recommendations by the Kauffman Panel on Entrepreneurship Curriculum in Higher Education on making entrepreneurship a key element in the curriculum, co-curriculum activities, and university management. Includes profiles of innovative programs

Content without context is noise : Looking for curriculum harmony in primary arts education in Western Australia

Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools’ capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy enactment theory of Ball, Maguire, and Braun (2012), four contextual variables (situated contexts, professional cultures, material contexts and external factors) are used to highlight the differences between the written published curriculum and the implemented, practised curriculum. Drawing on interviews with 24 participants across four schools issues of geographic location, use of arts specialists, appropriate learning spaces and the stresses associated with mandated literacy and numeracy testing are reported as contextual pressures by this study. This paper details the disruptive interference of these contextual pressures that we describe as ‘noise’. The provision of a better understanding of this contextual landscape brings schools and teachers away from the ‘noise’ of disruption and closer to curriculum harmony

Technology and science education

The incorporation of technology into the school curriculum is part of a worldwide trend in education. The way in which technology is incorporated depends on which country the reform is initiated in. The New Zealand Curriculum Framework (Ministry of Education, 1993a) includes science and technology as distinct learning areas. This chapter considers the view of technology expressed in both science in the New Zealand Curriculum (Ministry of Education, 1993b) and in Technology in the New Zealand Curriculum (Ministry of Education, 1995). The chapter is divided into four sections. Firstly, the concept of technology in the science curriculum is identified and discussed; secondly, the use of some types of technological application to enhance the learning of science outcomes is considered; thirdly, the technology curriculum itself is discussed in order to highlight the concept of technology underpinning this statement so that comparisons can be made with the concept employed in the science curriculum, and finally the introduction of technology outcomes by science teachers in a science environment is explored