The development of community competence in the teacher education curriculum

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types of data are gathered and analysed in respect of these three curriculum representations. It appears that community competence is weakly conceptualised in the intended curriculum. In the implemented, and especially the attained curriculum, this results in no systematic and explicit practice in terms of the development of community competence.     

地域文化与社区教育特色课程开发——以成都市武侯区为例

重点探讨了地域文化和社区教育特色课程的关系,认识到地域文化是社区教育课程中的特色内容,能够满足特色课程的"特色"内涵。因此,从有利于课程优化开发的角度提出社区教育特色课程应该具有地域文化相关内容。从而将社区教育课程中的一般知识性课程,划分到普通课程类。提出了特色课程由基层自主开发,普通课程由国家统筹开发的优化策略。以期克服低水平、重复开发的弊端,促进我国社区教育课程开发工作多快好省地发展。并以成都市武侯区的实践为例,介绍了搜集地域文化资源,建立地域文化课程资源库等促进社区教育特色课程开发的经验和做法。     

Community‐based environmental education—a case study of teacher–parent collaboration

A case study of school–community collaboration in an elementary community school in Israel follows up an environmental education (EE) school‐based curriculum that involves the parents and community members in various indoors and outdoors activities. The collaboration was established in the framework of the Community School Approach. In these schools, parents are encouraged to be involved in planning school‐based curriculum and participating in school's formal and informal activities. The aim of the study was to describe environmental education‐based school–community partnerships and to examine the advantages and limitations for such collaboration. Parents, teachers and community members were interviewed for a period of three years. Most of the participants acknowledged the unique nature of EE that allows such a partnership, emphasizing local ideas of project‐based learning in environmental education. The study describes an exemplary collaboration and the development of local school–community partnerships, which could be adapted by other communities within elementary or middle schools.     

Meeting kids at the school gate: The literacy and numeracy practices of a remote indigenous community

This paper reports on a qualitative study which generated detailed case study information about the transition experiences of seven Indigenous students as they moved from Year 7 in their community school to Year 8 in their new urban high school context (Rennie, Wallace, Falk & Wignell 2004). In particular the study aimed to document the literacy and numeracy practices valued in the home community, community school and urban high school and highlight any continuities and discontinuities between the various contexts. Data were collected using observations, document analyses and interviews. Students in the study participated in a number of different activities ‘outside of school’ in their home communities including hunting, art, ceremony, cooking, sport and play. There was evidence of literate and numerate practices embedded throughout these activities. The data also showed there were distinct differences in the kinds of knowledge valued in each context investigated. Cultural knowledge was valued in the home community whereas curriculum knowledge was valued in the school community. The students also built other bodies of knowledge through their participation in community activities. These were reflected in the school curriculum and included scientific knowledge, art knowledge, sport and recreational knowledge and work and domestic knowledge. This paper discusses the community literate and numerate practices, and highlights the continuities and discontinuities with the literate and numerate practices that are valued and privileged in the school curriculum.     

开拓比较教育科学研究的新视域--兼论比较课程与教学论研究的方法论特征

本文从比较教育科学研究的方法论困境出发,以"比较课程与教学论"为切入点拓展一个新的研究视域,在研究方法论层面对"课程与教学论"在中国的发轫、现状和未来走向进行了回顾与展望,试图构建一个与国际接轨的课程学术共同体,并通过课程理论研究的突破,在世界课程界形成一定影响,旨在为了中国课程学派的崛起.     

Heroism and science education reform

In this study, we use a cultural framework to examine two important science curriculum changes in a large Australian state during the 1960s and 1970s. In particular, we describe the activities of two prominent science educators who presided over these curriculum reforms against a backdrop of significant changes in the school system of the time. We represent the actions of these persons as heroic Drawing on interview data from these and other members of the community, we describe how the Heroes shaped, modified and united the culture through referents, rituals and artefacts. We speculate on the importance of heroic activity in supporing curriculum change.     

Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction

The establishment of centralized curriculum standards and school-based teacher learning communities are presumably necessary to reform science teaching towards inquiry-based instruction in many countries. Drawing on interview, document, and unit plan data from two high school chemistry teachers in China, this study examines these assumptions. Findings indicated that both teachers developed different kinds of science teaching practices despite working under the centralized science curriculum and school-based teacher learning communities. Different teaching experiences of the two teachers and their school cultures of teaching interacted with the centralized curriculum and teacher teaching community to consequently shape their teaching practices in different ways.     

西部一乡镇中小学课程资源开发的调查研究

乡村学校开发所在社区课程资源是在落后条件挑战下课程改革的必行之道。调查显示乡村虽有丰富的课程资源,并且学生也有一定需求,教师也已有意无意利用,但以“学校”为主体的开发还没有上升到意识层面,同时也存在教师课程意识淡薄、已有开发方式单一、制约条件较多、学校与社区联系少等问题。为此,校长增强课程意识,教师提高自身素质,创新课程资源开发方式,改善学校办学条件,加强学校与社区的交流和合作,是乡村学校开发社区课程资源的应有之举。     

关于社区教育课程开发的思考

课程是社区教育的核心领域,是社区教育内涵发展的一个核心问题.课程学习与开发的主体是社区居民,课程评价也要从社区和社区居民两个层面考虑.社区教育课程开发要在公平性、地域性、差异性、实用性原则的基础上,营造良好的社会环境;提高社区教育机构的课程开发能力;整合社区内各种适用资源;加强社区教育课程开发者的专业培训;课程的开设还要与职业技能考证挂钩,并根据社区实际情况打造精品课程和草根课程.     

The Effects of a Preengineering Project-based Learning Curriculum on Self-efficacy Among Community College Students

Using statewide survey study data collected from more than 5,000 community college students, this study examined the impact of a preengineering curriculum on students' self-efficacy level after they entered rural community colleges. Project Lead The Way (PLTW), is a project-based learning curriculum for middle and high school students that strives to create a path to college and career success in STEM-related fields. In this article, the authors focused on comparing the probability of rating high self-efficacy among 86 community college students who participated in PLTW with students with no PLTW experience. The findings indicated that PLTW students have significantly lower probability of rating high self-efficacy compared to their non-PLTW counterparts. It might be that PLTW students rated their self-efficacy by comparing with a group of their close peers, who might be a group of academically high-ability students. This study provides implications for the unique, perhaps unintentional, peer effects of the project-based learning curriculum on the self-rating of students' self-efficacy. The findings highlighted the secondary-postsecondary nexus on STEM education, especially the importance of secondary programs that could positively influence the STEM educational pathways for community college students.     

美国社区学院的课程职能体系

在高等教育竞争机制作用下 ,美国社区学院不得不主动探求自身的优势和特色以获得生存和发展。美国社区学院逐渐形成了包括转学教育、职业教育、补习教育和社区教育在内的多样化的课程 ,形成了自身独特的课程职能体系。正是这种独特的课程职能体系 ,从根本上将社区学院与其他高等教育机构区别开来 ,并成为美国社区学院平民性和社区性等特征的重要基础。     

师范院校综合理科课程特征分析

科学文化的发展使得社会对教师的要求越来越高,为主动适应当今科学技术发展综合化趋势和基础教育新一轮课程改革对复合型师资的需要,高等师范院校应率先开展综合课程的教学研究,本文运用系统化分析问题的方法,从综合理科课程的学科性质、师范生的学习特征以及综合理科课程的时代特征出发,分析了师范院校综合理科课程的9大特征,并针对这些特征提出有效的教学策略.     

CURRICULUM APPROVAL IN ILLINOIS COMMUNITY COLLEGES: LOCAL AND STATE PROCESSES

Following a discussion of the historical relationship between education and democracy, from which the concept of curriculum emerges as a legitimate field of research, this paper traces the development of curricular diversity in U.S. two‐year institutions and reviews the control and coordinating functions of curriculum governance in the community college systems of several states. The paper focuses on the system of curricular administration in Illinois, in which primary responsibility rests with the local two‐year school board and a coordinating function with a state agency, the Illinois Community College Board (ICCB). The state process is summarized and the local process of course and program approval from initiation to implementation in Illinois community colleges is identified. The data suggest that while the state role in curricular governance is formally defined as one of coordination, the local community college curriculum administrators may in fact view it as one of control.     

Mobile Documentation with Smartphone and Cloud in an Emergent Curriculum

The goal of this study was to explore the lived experience of kindergarten teachers with mobile documentation designed to support their tracking of children's learning activities in an emergent curriculum. A structure for mobile documentation was created with the smartphone and cloud system. The phenomenological approach used in this study showed that mobile documentation supported teachers' documentation processes and cultivated the mobile learning community. In particular, less experienced teachers gained more benefits than experienced teachers because the former understood the emergent curriculum by viewing photos from and observing activities in other classrooms. In addition, the teachers' supervisor benefited from understanding the activities and projects occurring in each classroom and could provide specific mentoring to less experienced teachers. Suggestions were provided to cultivate a positive mobile learning community in an emergent curriculum.     

A Longitudinal View of the Liberal Arts Curriculum a Decade After Merger: A Multiple Case Study of Community Colleges in Connecticut,Kentucky, and Louisiana

This study is an examination of the state of the liberal arts curriculum in community colleges in three geographic regions of the United States. From a constructivist paradigm and using globalization theory as a theoretical framework, this multiple case study examined faculty work life and administrative processes related to curriculum change in merged community and technical colleges. Through an examination of research on globalization, mergers, and trends in the general education and liberal arts curriculum, a gap in the literature emerged in the studies of community college curriculums after merger. This study considers whether the focus on workforce development and decrease in the transfer mission has diminished the liberal arts courses in the college curriculum. Research on liberal arts courses identified them as courses that emphasize higher order thinking and the development of intellectual skills needed to engage in a democratic society. If students are not exposed to these skills, it may have a detrimental effect on a democratic society. Study findings suggested that the English and communication curriculums are narrowing and the mission is more toward workforce skill preparation. Also, the changing demographics of today[#x02019]s community college students, as well as the ongoing budget constraints, create challenges and frustrations for faculty members.     

The politics of domestication and curriculum as pasture in the United States

In this article, I argue that the enacted curriculum in the United States of America is driven by a politics of domestication—a negative process of acculturation by which individuals are required to conform uncritically to established norms in a community of practice, and by which they are prevented from using their own craft and/or professional knowledge to assist the community to grow. As a result, the science curriculum, instead of being a site for critical engagement, becomes more like a pasture—a site for the uncritical grazing of the ‘official knowledge’. Suggestions are provided to address this pervasive issue and to explore more effective ways to develop curriculum that enables teachers to teach for diversity and understanding.     

What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community

Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 692–720, 2003     

Engaging Faculty for Innovative STEM Bridge Programs

Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge programs are critical for enlarging the pool of students who are exposed to, and can aspire to, STEM preparation. This study, conducted with support from the National Science Foundation Advanced Technological Education program, followed four community colleges for a year to understand local factors that facilitated or impeded implementation of a bridge program in which basic skills were contextualized in biotechnology. The findings are that implementation of a contextualized curriculum requires substantial faculty learning. Implementation of these bridge programs was facilitated by instructional leadership by both administration and faculty. Administration assisted in creating the conditions that supported learning by coordinating faculty schedules and funding faculty time for initial and ongoing program development. Faculty benefitted by the support of experienced team members who could guide interdisciplinary learning. Implementation was facilitated when team members met frequently and when faculty worked collaboratively to implement the curriculum. Recommendations include planning for faculty development, both for faculty collaboration and contextualizing curriculum.     

“服务学习”理念对我国高职教育工学结合的启示

＂服务学习＂是以学习为基础的服务,将学校课程学习与社区服务（长期、短期）结合在一起的一种教学形式,我国高职教育可以借鉴这种形式实现服务与课程结合,同时完成服务与学习两个任务,达到学生与社区互惠的目的,弥补高职人才培养模式中存在的问题,提高工学结合水平。