From Aspirations to Practice: Curriculum Challenges for a New "Twenty-First-Century" Secondary School

Autor/in	McPhail, Graham J.
Titel	From Aspirations to Practice: Curriculum Challenges for a New "Twenty-First-Century" Secondary School
Quelle	In: Curriculum Journal, 27 (2016) 4, S.518-537 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2016.1159593
Schlagwörter	Secondary School Curriculum; Educational Change; Curriculum Design; Teacher Role; Scientists; Foreign Countries; Curriculum Development; Student Role; Secondary School Students; Secondary School Teachers; Educational Innovation; Futures (of Society); Inquiry; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Bildungsreform; Lehrplangestaltung; Lehrerrolle; Scientist; Wissenschaftler; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschüler; Instructional innovation; Bildungsinnovation; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	This paper reports on the initial stages of an empirical study of a new secondary school in New Zealand. The school vision and organisation reflect current international twenty-first-century learning discourse by confronting long-established beliefs concerning the nature of education and knowledge and the roles of teachers and students. The school's focus is on developing the dispositions and competencies of students through thematic, intersubject, inquiry-based learning. While these twenty-first-century ideas appear widely accepted worldwide, there is little research on the impact of these ideas on student learning. This study considers the challenges faced by the school in moving from aspirational vision to curriculum enactment during its first 18 months of operation. The focus of this paper is the curriculum design and development process. The issues faced by staff in this twenty-first-century school will be of interest to educationalists worldwide who are involved with the planning of new schools and curricular innovation within existing schools. Four key questions that arise from the study and that will form the focus of future research are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01