Curriculum Design

The authors question "black capitalism" as an alternative to "capitalism" and a nuance discussion on why working class black families send their children to charter schools. Moreover, there is a culturally responsive lesson plan at the end of our paper, along with others in this edition as well.

Gamification, or using game elements in non-game environments, is a growing trend in education used as a means of addressing issues with student demotivation and disengagement. Yet, the links between motivation and applied gamification have much to be explored in the literature. Furthermore, scholarly research on gamification lacks attention to its usage in secondary educational settings. This paper presents a brief literature review of gamification in relation to motivation theories as they are conceptually framed within applied gamification. The proposed model of applied gamification is an evolutionary result of a previous qualitative study in which ten secondary school teachers were interviewed on their uses of gamification methods in their high school curricula. Implications for educators of 21 st century learners, the possible impact gamification can have for future secondary school leadership, and suggestions for future research are also provided.

In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge-led and learner-engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of 'opening up', suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole-school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty-first-century educational discourses more generally.

The article presents in-depth reflection on the areas of educational changes resulting from the currently implemented program and organizational reform of education in Poland. Particular emphasis was placed on the philosophy of changes in the new core curriculum in the field of geography for eight-year primary schools and “new” secondary schools in the context of contemporary challenges faced by a geography teacher. Attention was drawn to the difficulties faced by geography teachers in the reformed school and the possibility of supporting them in meeting these challenges. The necessity to become acquainted with the provisions of the new core curriculum was emphasized, the importance of the selection of teaching methods and didactic measures as well as the training of teachers, especially in the field of new geoinformation techniques. It is also important to adopt such assessment and examination methods that will support the implementation of change and develop students' geographical thinking skills. In this aspect, attention was paid to the advantages of formative assessment. The summary indicates the most important elements that determine the effective implementation of the new core curriculum for school placement.
PL: W artykule przedstawiono pogłębioną refleksję nad obszarami zmian edukacyjnych, wynikających z aktualnie wprowadzanej reformy programowej i organizacyjnej oświaty w Polsce. Szczególny nacisk położony został na filozofię zmian w nowej podstawie programowej z zakresu geografii dla ośmioletnich szkół podstawowych i „nowych” szkół ponadpodstawowych w kontekście współczesnych wyzwań, wobec których staje nauczyciel geografii. Zwrócono uwagę na trudności, jakie napotykają nauczyciele geografii w reformowanej szkole oraz wskazano na możliwości wsparcia ich w sprostaniu tym wyzwaniom. Podkreślono konieczność zapoznania się z zapisami nowej podstawy programowej, duże znaczenie doboru metod kształcenia i środków dydaktycznych oraz dokształcania nauczycieli, szczególnie w zakresie nowych technik geoinformacyjnych. Ważne jest także przyjęcie takich sposobów oceniania i egzaminowania, które będą sprzyjały wdrażaniu zmian i rozwijały umiejętności uczniów w zakresie myślenia geograficznego. Zwrócono w tym aspekcie uwagę na zalety oceniania kształtującego. W podsumowaniu wskazano najistotniejsze elementy, które warunkują efektywne wdrożenie nowej podstawy programowej do praktyki szkolnej.

Previous research has focused on various methods, strategies and concepts that impact the teaching of history in classrooms (Brush & Saye, 2002; Hicks, Doolittle & Ewing, 2004; Levstik & Barton, 2011; Shepherd, 2010).  However, research that examines the practice of using the reenactment process in regard to teachers’ beliefs and perceptions is missing in today’s literature.  The theoretical foundations of this study were grounded in the social constructivism of Vygotsky (1978), Bower & Lobdell (1998) along with the substantive framework of Collingwood’s (1946) reenactment process.  The purpose of this study was to investigate the ways in which Texas history teachers used the reenactment method in their classrooms.
The investigation took place at a Texas coastal school district where the participants were Texas history teachers at the local junior high.  This multi-case study was informed by an interpretivist framework and emphasized the substantive framework of Collingwood’s historical reenactment thinking strategy.  Finally, a cross-case analysis was used to perform a thematic analysis around the three individual cases. The findings indicate that all of the participants shared different experiences while integrating the reenactment process into their classrooms. 
These different experiences were unique and indicative of each of the participant’s case write-ups.  They were further supported in the thematic patterns that emerged by way of cross-case analysis: (a) There’s More Than One Path to Historical Literacy:  But They’re not always paved in Gold, (b) Levels of Engagement:  At What Cost? and (c) Can we all Get Along?  Searching for a Happy Medium. The findings also showed that each of the participants experiences with the reenactment process provided a good foundation for the delivery of a critical thinking strategy in the classroom.
The research in this study revealed various implications for secondary social studies classes and their use of the reenactment method.  There is potentially here, a significant opportunity to improve the acquisition and understanding of historical events at all secondary levels of social studies classes.  There is, in my opinion enough qualitative evidence to recommend additional studies behind the reenactment method.

This talk describes a General Elective offered to student-teachers and undergraduates at the National Institute of Education, Nanyang Technological University, Singapore. Designing learning environments with a focus on the Internet of Things is a thirty-six hour elective which was offered by the university in 2018 for the first time. Participants were introduced to theories of learning, and ample opportunities were given for hands-on learning with open-source tools such as the Arduino and Raspberry Pi. The twelve participants represented different disciplinary backgrounds, from Sports Science to Psychology, and others. Participants worked in their small groups over the course of twelve weeks to conceptualize, design and enact simple learning inquiries, with a particular focus on using the open-source tools to afford real-time gathering of micro-climatic data from environments local to learners, as a means to enabling learning tasks to be more authentic to learners. The experience of the team facilitating this course, as well as samples of work by the student-teachers, will be shared.

The paper explores the different ways curriculum reform can be evaluated, with a particular focus on the new Welsh curriculum. Various definitions of ‘curriculum’ exist, reflecting different epistemological perspectives and philosophies of education. The implications of these definitions is considered along with different curriculum models used to describe the structure of curricula. Some of these focus more on how engagement and acquisition of contents will be evaluated and others on how pupils will experience the educational opportunities provided them and where decisions concerning these experiences lies.  Several models will be considered in an attempt to understand where the new Welsh curriculum could be positioned. The role of knowledge in curriculum design is often taken for granted or subsumed into debates about academic versus vocational courses but consideration of different models reveals the importance of treating this as a separate dimension to curriculum evaluation. Young's work on powerful knowledge is considered. As will be discussed, any new curriculum’s implementation will be contested and is an evolving process. What is important to do is to be clear about the tools that can best be used to assess and evaluate its development in ways that are consistent with its purposes and aims.

The number of digital humanities programs has risen steadily since 2008, adding capacity to the field. But what kind of capacity, and in what areas? This paper presents a survey of DH programs in the Anglophone world (Australia, Canada, Ireland, the United Kingdom, and the United States), including degrees, certificates, and formalized minors, concentrations, and specializations. By analyzing the location, structure, and disciplinarity of these programs, we examine the larger picture of DH, at least insofar as it is represented to prospective students and cultivated through required coursework. We also explore the activities that make up these programs, which speak to the broader skills and methods at play in the field, as well as some important silences. These findings provide some empirical perspective on debates about teaching DH, particularly the attention paid to theory and critical reflection. Finally, we compare our results (where possible) to information on European programs to consider areas of similarity and difference, and sketch a broader picture of digital humanities.

Pretende-se analisar o processo de formação do curso de graduação de engenharia de manufatura em implantação na Faculdade de Ciências Aplicadas – FCA / UNICAMP e seus impactos na formação profissional do egresso bem como na indústria de modo geral. Este curso aponta na direção das mais novas tendências no mercado internacional, globalizado e altamente competitivo, amarrando as novas tecnologias sempre em mudanças continuas na busca de equilíbrio entre o lucro e a convivência ética entre as pessoas e o meio ambiente. O curso nasce sobre a inspiração curricular da engenharia mecânica buscando a superação deste modelo que torna o formado apto a adaptar-se rapidamente as mudanças contínuas da dinâmica industrial competitiva. A profunda formação básica aliada a uma compreensão das técnicas da atualidade nos processos e técnicas de planejamento, projeto e gerencia de sistemas organizacionais estabelece uma grande inovação no perfil profissional. Para tal é necessária a construção de conhecimentos nas áreas de fabricação que está sempre em mudança contínua, materiais, metodologias de produção observando a preservação ambiental e projetos de produtos que não agridam a sustentabilidade da ética humana e ambiental. Alia-se a técnicas de gerência dos recursos humanos pautadas no exercício ético cotidiano o que fundamentalmente é o grande avanço no equilíbrio entre o conhecimento técnico e o humano. Procura-se também avaliar do ponto de vista da inovação pedagógica, a contribuição de Núcleo Básico Geral Comum - NBGC parte central do Projeto Político Pedagógico - PPP da FCA no processo de formação deste estudante, capacitando-o para o desenvolvimento de uma postura profissional integradora, ética e cidadã.

This talk describes a General Elective offered to student-teachers and undergraduates at the National Institute of Education, Nanyang Technological University, Singapore. Designing learning environments with a focus on the Internet of Things is a thirty-six hour elective which was offered by the university in 2018 for the first time. Participants were introduced to theories of learning, and ample opportunities were given for hands-on learning with open-source tools such as the Arduino and Raspberry Pi. The twelve participants represented different disciplinary backgrounds, from Sports Science to Psychology, and others. Participants worked in their small groups over the course of twelve weeks to conceptualize, design and enact simple learning inquiries, with a particular focus on using the open-source tools to afford real-time gathering of micro-climatic data from environments local to learners, as a means to enabling learning tasks to be more authentic to learners. The experience of the team facilitating this course, as well as samples of work by the student-teachers, will be shared.