The Development of Foreign Language Substance Group Curriculum Based on Marzano's Taxonomy

Autor/inn/en	Nakyam, Jirapan; Kwangsawad, Thoopthong; Sriampai, Pissamai
Titel	The Development of Foreign Language Substance Group Curriculum Based on Marzano's Taxonomy
Quelle	In: Educational Research and Reviews, 8 (2013) 14, S.1109-1116 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Second Language Learning; Classification; Curriculum Development; English (Second Language); Skill Development; Second Language Instruction; Foreign Countries; Teaching Methods; Elementary School Students; Grade 6; Metacognition; Curriculum Implementation; Achievement Tests; Pretests Posttests; Scores; Efficiency; Educational Objectives; Science Instruction; Core Curriculum; Scientific Concepts; Content Area Reading; Student Surveys; Thailand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Classification system; Klassifikation; Klassifikationssystem; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Kompetenzentwicklung; Qualifikationsentwicklung; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Effectiveness; Effektivität; Wirkungsgrad; Educational objective; Bildungsziel; Erziehungsziel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kerncurriculum; Sinnerfassendes Lesen; Schülerbefragung
Abstract	This study was firstly aimed to develop the Foreign Language Substance Group Curriculum for enhancing students' four English skills required to promote learning in the different areas of subject. It used Marzano's Taxonomy as a framework for curriculum design. To articulate this framework, the study used content-based instruction (CBI) to pave a way for the meet of academic contents and colorful English experiences. Population of the study were the sixth grade primary students of Lakmuang Mahasarakham School located in the Northeastern of Thailand. Development procedures went through four stages. The first stage required fundamental data relating to the population's needs and interests. In the second stage, the curriculum was drafted. Different curriculum materials were developed as well. Prior to use, the curriculum and its materials were brought to the experts for suggestions to ensure their quality. In the third stage, the curriculum was implemented to the 40 primary students in the sixth grade purposively selected from the population mentioned. In this stage, the one group time-series design was adopted. In the last stage, the curriculum was required to determine its efficiency including being revised. The findings were four dimensions. Post-test score of both achievement test and unit test were significantly higher than the pre-test score. The metacognition and self-system were reported positively. The efficiency index of the curriculum developed was higher than the established requirement. The students' opinion toward the curriculum was positive. Additionally, the students' English skills were supported. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10