Literaturnachweis - Detailanzeige
| Autor/inn/en | Haque, Aaisha; David, Solomon Arulraj |
|---|---|
| Titel | Effective Curriculum Implementation for Optimal Teaching and Learning Experience: A Study from a Private School in Dubai |
| Quelle | In: International Journal of Curriculum and Instruction, 15 (2023) 1, S.1-20 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (David, Solomon Arulraj) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Curriculum Implementation; Foreign Countries; Barriers; Teacher Surveys; Teacher Attitudes; Administrator Attitudes; Comparative Analysis; Faculty Development; Faculty Workload; Educational Policy; Policy Formation; Private Schools; School Effectiveness; School Administration; Teaching Methods; United Arab Emirates |
| Abstract | The study aims to identify the barriers and provide remedies for effective curriculum implementation. The identified barriers from the literature review are divided into three categories: students, teachers, and management. An online survey was executed with 150 teachers at the same school to gain their insight on the subject. Besides, 15 heads were interviewed to see the similarities and dissimilarities in their opinions of teachers. For this reason, the study has adopted the mixed-method framework to trace the convergence and divergence in the findings. The online survey has helped gather quantitative data, which was further analysed by statistical methods. In addition, Qualitative data was collected through interviews, and thematic analysis was executed to interpret their responses. Finally, the join display chart format is employed to check the similarity and dissimilarity in their opinions. The finding indicates that heads are giving substantial significance to the teachers' curriculum knowledge and need for professional development. Also, they want higher management to think in this line. In contrast, teachers have shown inconsistency in their responses for both constructs and highlighted the issue of workload. To this end, the study suggests that higher-level management develop concrete and meaningful policies to overcome the barriers. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.] (As Provided). |
| Anmerkungen | World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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