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  1. Contemporary curriculum discourses
    twenty years of JCT
    Autor*in: Pinar, William F.
    Erschienen: 1999
    Verlag:  Lang, Bern

    Standort:
    BBF | Bibliothek für Bildungsgeschichtliche Forschung in Berlin
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signatur:
    1 A 408356
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
    Signatur:
    Bibliothek der Pädagogischen Hochschule Erfurt
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    R Meth. Con
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Gottfried Wilhelm Leibniz Bibliothek - Niedersächsische Landesbibliothek
    Signatur:
    99-3286
    Fernleihe:
    keine Fernleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
    Signatur:
    99-3286
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Universitätsbibliothek Leipzig
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Pädagogische Hochschulbibliothek Ludwigsburg
    Signatur:
    Paed 6fa Con
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Leuphana Universität Lüneburg, Medien- und Informationszentrum, Universitätsbibliothek
    Signatur:
    Paed 807.020
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)

    Standort:
    Pädagogische Hochschule, Bibliothek
    Signatur:
    29.315
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Südwestdeutscher Bibliotheksverbund (SWB)

    Standort:
    Klassik Stiftung Weimar / Herzogin Anna Amalia Bibliothek
    Signatur:
    157045 - A
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Gemeinsamer Bibliotheksverbund (GBV)
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    Quelle: Herzogin Anna Amalia Bibliothek
    Beteiligt: Pinar, William F. (Hrsg.)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 0820438820
    RVK Klassifikation: DP 1402 ; DP 1422
    Schriftenreihe: Counterpoints ; 70
    Schlagworte: USA; Curriculumplanung; ; USA; Curriculumforschung; ; USA; Lehrplanforschung; ; USA; Lehrplanentwicklung; ; USA; Curriculumplanung; ; USA; Curriculumforschung; ; USA; Lehrplanforschung; ; USA; Lehrplanentwicklung; ; USA; Curriculumforschung; Geschichte 1979-1999;
    Umfang: XXX, 578 S, 23 cm
  2. Instructional theory of language lessons
    Autor*in: Toorenaar, Anne ; Rijlaarsdam, Gert
    Erschienen: 2011

    Since the Lisbon Summit in 2000, reducing school dropout rates has a high priority in Europe, especially in pre-vocational tracks in secondary education. One policy issue is improving the match between pre-vocational secondary and senior secondary... mehr

     

    Since the Lisbon Summit in 2000, reducing school dropout rates has a high priority in Europe, especially in pre-vocational tracks in secondary education. One policy issue is improving the match between pre-vocational secondary and senior secondary vocational education and allows a stronger focus on practical work in vocational education. Therefore, more and more schools for secondary pre-vocational education in the Netherlands set out a specific language education policy relating the language arts curriculum to the vocational curriculum. One assumes that students will be more motivated for language lessons when they are engaged in rich contexts, in meaningful language activities which they experience as relevant, since it serves a clear communicative purpose. To guide this process of curriculum integration we set out an instructional theory for language education in the setting of pre-vocational education. In this paper we present four course design parameters that constitute our interpretation of a community of learners for secondary pre- vocational L1-learning: 1) language learning as a meaningful activity; 2) language learning as a reflective activity; 3) language learning as a shared activity and 4) language learning as a focus on transferable learning outcomes. To check explore the practicality and theoretical value, we set up a design experiment as a collaborative enterprise of teachers and researchers, in which these parameters guided the joint enterprise. We confronted the theoretical framework with the analysis of a single case study, the design experiment, to elaborate and validate this set of four design parameters. Therefore, we operated at three curriculum representations: the (1) intended; (2) implemented; and (3) perceived curriculum. Discriminating these three representations served as data to review and revise the designed lessons as we ran them in two classes, as well as to adjust and refine the conceptual framework. The results show that the designers incorporated all four parameters and that ...

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Curriculumforschung; Kommunikative Kompetenz
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  3. The construction of ideal reader in German and Finnish text-books for literacy education
    Autor*in: Tainio, Liisa ; Winkler, Iris
    Erschienen: 2014

    The article compares reading literacy education in Germany and Finland using the following curricula and textbooks intended to ten-year-old pupils as data: Finnish National Core Curriculum for Basic Education and the German Bildungsstandards, as well... mehr

     

    The article compares reading literacy education in Germany and Finland using the following curricula and textbooks intended to ten-year-old pupils as data: Finnish National Core Curriculum for Basic Education and the German Bildungsstandards, as well as of three Finnish and three German textbooks. Our analytical method is critical discourse analysis, which is used for the purpose of the comparison. We identify three important differences in the curricula that also affect the textbooks. In our analysis of the textbooks we focus on identifying their ideal readers, and, as a reflection of the differences between the curricula, find that these ideal readers differ between the German and Finnish data. We illustrate the ideal readers' characteristics by analyzing extracts from the textbooks. The ideal reader in the Finnish textbooks is presented more as an independent actor who is interested in learning and whose prior knowledge is valuable whereas in the German textbooks the ideal reader is more dependent on guidance. According to our limited data, we consider this to be one of the key elements illustrating the differences in German and Finnish educational cultures.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Germanische Sprachen; Deutsch (430); Andere Sprachen (490)
    Schlagworte: Lehrmittelanalyse; Curriculumforschung; Textverstehen; Bild
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  4. Competing disciplinarities in curricular L1: A Norwegian case
    Autor*in: Ongstad, Sigmund
    Erschienen: 2015

    This article explores historical changes within curricular L1 in search for key mechanisms that can illuminate the role of kinds of disciplinarity in current educational reforms. The article investigates written curricula for Norwegian, or L1 in... mehr

     

    This article explores historical changes within curricular L1 in search for key mechanisms that can illuminate the role of kinds of disciplinarity in current educational reforms. The article investigates written curricula for Norwegian, or L1 in Norway, especially focusing this school subject's goals, content, and design following an idea of stages of curricular development. A first part, starting from 1739, describes how L1 Norwegian came into being in the first place, leaning mainly on meta-reading of former investigations. From 1939 onwards the article narrows the scope and studies L1's curricular goals more in detail, searching possible kinds of disciplinarities. What is studied is compulsory curricular Norwegian, meaning the school subject or the discipline textualised in national plans for L1 in Norway. The approach implies textual, content analyses of sets of reform documents, with special focus on changes over time, accompanied by theorising over how and why. The article explores to which degree historical changes within curricular L1 have altered or may alter perceptions of different L1's disciplinarities. In particular discursivities and genre patterns in L1 curricula in relation to L1 as a goal in itself and as a means for promoting competencies and/or Bildung are discussed. 'Findings' lead up to the formulation of a paradox—increased essentialist disciplinarity, believed to promote both competencies and Bildung, might be counter-productive.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Curriculumforschung; Norwegen
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  5. Literature education in Nordic L1s : cultural models of national lower-secondary curricula in Denmark, Finland, Norway and Sweden
    Autor*in: Gourvennec, Aslaug Fodstad ; Höglund, Heidi ; Johansson, Maritha ; Kabel, Kristine ; Sønneland, Margrethe
    Erschienen: 2020

    This study aims to shed light on the cultural models of literature and literature education reflected in Nordic L1 curricula by investigating how literature is given discursive significance in the Danish, Finnish, Norwegian and Swedish L1 curricula... mehr

     

    This study aims to shed light on the cultural models of literature and literature education reflected in Nordic L1 curricula by investigating how literature is given discursive significance in the Danish, Finnish, Norwegian and Swedish L1 curricula for lower-secondary school, both within and across those four countries. Education in the Nordic countries is a field well suited for comparative analysis as the languages used are closely related and the countries' educational systems and policies are similar. In the study, we discuss how literary texts are given significance compared with other texts and what purposes of literature education are given a prominent place in the L1 curricula. The theoretical framework used derives from Gee's (2014) description of cultural models; we understand the national curricula as linguistically created realms of reality. The comparative analysis suggests that there are similar tendencies as well as distinct national differences. Prominent cultural models identified across the countries are a double position of literary texts and a high expectation on literature education. The study points to a need to discuss the status and purpose of literary texts in the Nordic L1 subjects in order to promote further mutual understanding and inspiration across borders.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439); Andere Sprachen (490)
    Schlagworte: Muttersprachlicher Unterricht; Literaturunterricht; Curriculumforschung; Dänemark; Finnland; Norwegen; Schweden
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  6. Continuity of traditional and new tendencies in L1 teaching : a scientific essay on the challenges and projections
    Autor*in: Ligoš, Milan
    Erschienen: 2020

    The study focuses on the basic dimensions of the teaching of mother tongue (L1) in relation to new challenges and prospects in the European context. The introductory part of the paper highlights some stimuli and inspirations from Polish professional... mehr

     

    The study focuses on the basic dimensions of the teaching of mother tongue (L1) in relation to new challenges and prospects in the European context. The introductory part of the paper highlights some stimuli and inspirations from Polish professional provenance in the second half of the 20th century. The core of the paper focuses on four basic dimensions in L1 teaching set against the background of a variety of relevant educational documents and decrees, current scientific knowledge, the author's research and authentic pedagogical practice. The dimensions are: 1. A reference framework for education in the EU focusing on the competences a person requires to function in the 21st century. 2. The training and life-long education of an L1 teachers, including the evaluation of the results of their work. 3. Educational programmes and standards for the teaching of L1, including the output measurement tools. 4. Comprehensive cognition, diagnostics and pupil's personality development which respects the pupil's learning abilities and utilises the influence of the educational system and the overall circumstances of the pupil's life.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Germanische Sprachen; Deutsch (430); Andere Sprachen (490)
    Schlagworte: Sprachlehrforschung; Bildungspolitik; Curriculumforschung; Lehrerfortbildung; Muttersprachlicher Unterricht; Slowakisch; Tschechisch; Polnisch; Deutsch
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  7. Literary socialisation through education : a comparative study of Swedish and French upper secondary school students' reception of a narrative text
    Autor*in: Johansson, Maritha
    Erschienen: 2021

    Different ways of teaching literature in school are often a result of tradition, cultural heritage, and the underlying assumptions of the motivating reasons for studying literature at all. This paper presents results from a comparative study of... mehr

     

    Different ways of teaching literature in school are often a result of tradition, cultural heritage, and the underlying assumptions of the motivating reasons for studying literature at all. This paper presents results from a comparative study of Swedish and French upper secondary school students' reception of a narrative text and discusses the impact of literary socialisation in relation to curricula. In the first part of the paper, Swedish and French upper secondary school students' written comments on a short story are analysed in terms of literary socialisation, comprehension and interpretation. The study displays differences in the way the students interact with the text. The French students pay more attention to literary aspects, such as style and language, whereas Swedish students tend to focus more on content and extratextual aspects. In the second part of the paper, the Swedish curriculum for the subject Swedish for upper secondary school is analysed. The study argues that a combination of analytic and emotional reading seems to be the most efficient way to create skilful readers. Reading for pleasure in a school context is challenged by the strong framing provided by knowledge requirements and examinations. The study concludes that this paradox of literature education can be met by focusing on the reading experience as a point of departure for in-depth literature studies.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Andere germanische Sprachen (439); Romanische Sprachen; Französisch (440)
    Schlagworte: Muttersprachlicher Unterricht; Literaturunterricht; Literaturrezeption; Curriculumforschung; Schweden; Frankreich
    Lizenz:

    creativecommons.org/licenses/by-nc-nd/4.0/deed.de ; info:eu-repo/semantics/openAccess
  8. Teacher and student perceptions of L1-oral language lessons in Dutch secondary education
    Autor*in: Wurth, Anneke ; Tigelaar, Dineke ; Hulshof, Hans ; de Jong, Jaap ; Admiraal, Wilfried
    Erschienen: 2022

    Little is known about contemporary L1-oral language lesson practices in secondary education. In The Netherlands experts work on an upcoming L1-educational reform. In this study, we investigate teachers' and students' perceptions of contemporary... mehr

     

    Little is known about contemporary L1-oral language lesson practices in secondary education. In The Netherlands experts work on an upcoming L1-educational reform. In this study, we investigate teachers' and students' perceptions of contemporary L1-oral language lesson practices as well as the underlying rationales of these lessons. Eleven L1-teachers were interviewed and 212 of their students completed a digital questionnaire. Both teachers and their students mentioned L1-oral language education is important, even though in most cases it forms a rather small part of the L1-curriculum. In general, both groups reported that in L1-oral language lessons attention is paid to cognitive (such as rhetoric and argumentation theory), linguistic and presentational content elements. Teachers also reported that they teach their students how to use feedback and how to give constructive peer feedback. Both teachers and students considered practising and receiving feedback as mutually reinforcing for developing oral language skills. However, due to shortage of time in the lessons, teachers and students in particular, expressed concerns about having insufficient opportunity to practise oral language skills. The teachers reported two other hindrances for good L1-oral language teaching: difficulties with organizing a safe learning environment and valid assessment procedures. These barriers have to be taken into account when designing educational innovations for L1-oral language lessons.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Mündlicher Ausdruck; Curriculumforschung; Niederländisch
    Lizenz:

    creativecommons.org/licenses/by/4.0/deed.de ; info:eu-repo/semantics/openAccess
  9. Knowledge of What? Teachers' perspectives of an L1 Language and Literature subject curriculum document
    Autor*in: Hotvedt Sundby, Anniken ; Rødnes, Kari Anne
    Erschienen: 2023

    After the state-based curriculum-development process has finished, the local curriculum-making of the teachers begins. This paper empirically explores the subject curriculum from the perspectives of teachers, focusing on the Norwegian language and... mehr

     

    After the state-based curriculum-development process has finished, the local curriculum-making of the teachers begins. This paper empirically explores the subject curriculum from the perspectives of teachers, focusing on the Norwegian language and literature subject (L1). Using group interviews and drawing on curriculum theory and L1 research and disciplinary didactics that focus on knowledge, we examine how upper secondary school teachers engage with and understand a newly launched curriculum document in Norwegian L1. Our analysis revealed that the L1 teachers had various perspectives on what they considered important subject-matter knowledge, depending on how they read, navigated, and combined components within and across the curriculum text. In addition, the L1 teachers generally perceived a rather weak narrative about explicit subject-matter knowledge in the curriculum document. Finally, most L1 teachers felt they were being guided in terms of how to teach rather than what to teach. Our findings suggest that a consideration of teachers' voices is crucial for understanding how a formal subject curriculum text works to select content in an L1 subject and the role that knowledge plays in a competency- and future-oriented curriculum such as Norway’s.

     
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    Quelle: BASE Fachausschnitt Germanistik
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    DDC Klassifikation: Sprache (400); Linguistik (410); Andere germanische Sprachen (439)
    Schlagworte: Muttersprachlicher Unterricht; Curriculumforschung; Bildungspolitik; Norwegen
    Lizenz:

    creativecommons.org/licenses/by/4.0/deed.de ; info:eu-repo/semantics/openAccess