Journal of Curriculum and Teaching

Journal Information
ISSN / EISSN : 19272677 / 19272685
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 206
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Isaac Buabeng, Forster Danso Ntow, Charles Deodat Otami
Published: 20 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p86

Abstract:
This article focuses on teacher education in Ghana. It examines a number of reforms involving curricular changes and restructuring of teacher education institutions tasked with the responsibility of preparing teachers for the basic school level. The article highlights the structure and changes in Ghana’s teacher development policies and practices following the adoption of a new programme which took effect in 2018 with the intake of the first batch of 4-year degree students in the country’s Colleges of Education. We envisage that improved teacher qualification and a conscious effort to link theory to practice will result in improved teacher knowledge and skills required for a professional teacher. Despite this stated enthusiasm, a number of contextual issues which could negatively affect the intended gains from this most current reforms have been discussed. We end with a call on policy makers to address the contextual issues highlighted in this paper and also a need for continuity in teacher education policies in Ghana considering the numerous politically-related reforms.
Mohammed Moferh Yahya Aseeri
Published: 20 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p63

Abstract:
The present study aimed to identify the stage of thinking of practicum students at Najran University in light of Piaget's theory and its relationship to their academic achievement in the scientific disciplines they were studying at the college of science, mainly mathematics, physics and chemistry disciplines. The sample consisted of (50) female student teachers who were practicing teaching mathematics, physics and chemistry at the public schools in Najran. Piaget test was used as a main instrument to determine participants' thinking stage. Results showed that only 10% of participants were in the stage of abstract thinking, 46% were in the transitional stage and 44% were in the stage of concrete operations. Results also revealed statistically significant differences (α=0.05) between the academic cumulative averages of participants in the concrete thinking and transitional thinking stages in favor of participants in the transitional stage. Moreover, results indicated that there were significant differences between the cumulative academic averages of participants in the concrete and abstract thinking stages in favor of participants in the abstract thinking stage. Nevertheless, there were no statistically significant differences between the cumulative averages of participant students in both transitional and abstract stages. Significant differences were revealed between mathematics and physics student teachers in favor of participants of mathematics discipline. On the opposite, no significant differences were noticed between mathematics and chemistry student teachers, on one hand, and between physics and chemistry student teachers. In addition, there was no significant effect for the interaction between participants' stage of thinking and cumulative average.
Ramazan Divrik, Ayşe Mentiş Taş, Pusat Pilten
Published: 20 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p73

Abstract:
This paper aims to reveal teachers' views on the problem-solving & problem-posing tasks of primary school mathematics textbooks. The study utilized the single-case embedded design. We examined the mathematics textbooks used in the Turkish public schools in the 2017-2018 academic year. Also, we interviewed twelve class teachers, who were determined by the criterion sampling method, to reveal their views on the textbooks. In order to collect data, we employed a "Data Coding Scheme" to determine the problem-solving & problem-posing tasks in the textbooks and a "Semi-Structured Interview Form" composed of two open-ended questions to find out about the teachers' views. Since the questions asked to the teachers were determined as themes in advance, the descriptive data analysis technique was used for data analysis. The study concludes that the examined mathematics textbooks contain a sufficient number of problem-solving tasks, which are equally distributed under each heading in the textbooks. On the other hand, it has been found that the textbooks contain a limited number of problem-posing tasks, which are not equally distributed under each heading. Furthermore, we determined that no textbook that we examined contains different types of problem-posing tasks. Also, according to the teachers whom we interviewed, although the number of problem-solving tasks in the textbooks is sufficient, the tasks should be more effective. They also stated that the textbooks contain very few problem-solving tasks requiring different problem-posing strategies.
Balogun Thomas Akanbi, Kezie-Osuagwu Clementina Ndidi
Published: 19 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p55

The publisher has not yet granted permission to display this abstract.
Rabia Hos, Beth Kaplan-Wolff
Published: 19 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p40

The publisher has not yet granted permission to display this abstract.
Kirsty Young
Published: 6 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p15

Abstract:
Global criticism on the quality of initial teacher education has led to calls for reform. One initiative that emerged in Australia was the establishment of Hub School partnerships, which facilitate collaborations between schools and universities to explore how initial teacher education could be improved. This paper reports one such partnership, which applied improvement science in its design to develop an ambitious approach to initial teacher education. A qualitative research approach aimed to uncover the outcomes of the project. The findings from the first prototype are reported herein and highlight the value in cross-faculty mentoring and in providing pre-service teachers opportunities for reflection while immersed in school settings.
Arash Mahboobin, Renee M. Clark
Published: 6 February 2020
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p30

Abstract:
Through reflection, learning experiences that students most-frequently valued during open-ended, scaffolded problem solving in a bioengineering two-course sequence were identified in this study. Reflective knowledge of this type can inform instructors in orchestrating experiences to scaffold problem solving of this kind and were useful in directly demonstrating students’ development in problem solving. Reflection is necessary for learning and is an important aspect of scaffolding. The literature has made recent calls for the additional use and study of reflection and scaffolding within STEM. This paper is intended to respond to these calls by focusing on students’ reflections about the experiences they most-frequently valued during scaffolded work. Students reflected at multiple points about their scaffolded, problem-solving experiences. These reflections were systematically content-analyzed for the experiences valued by students for their learning and development. These valued experiences can be the focus of instructional and scaffolding efforts for open-ended problem-solving in similar courses.
Okrah Abraham Kwadwo, Ampadu Ernest, Yeboah Rita
Published: 26 December 2019
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n1p1

The publisher has not yet granted permission to display this abstract.
Fatih Veyis, Ismail Seçer, Sümeyye Ulaş
Published: 20 November 2019
Journal of Curriculum and Teaching, Volume 8; doi:10.5430/jct.v8n4p46

Abstract:
The purpose of this study is to investigate the mediator role of school burnout between academic stress and academic motivation in high school students. In the recent years, academic stress and school burnout have been considered among the problems that affect students in many ways. The study group consists of 690 high school students studying at various high school types. Academic stress, school burnout and academic motivation scales were used to collect data. Correlation analysis and structural equation model were used for data analysis. The findings of the study showed that academic stress and school burnout significantly predicted academic motivation and that school burnout had a full mediating role between academic stress and academic motivation. As a result, it is considered that school burnout is an important risk factor for students who have experienced academic stress and it is necessary to include the mediator role of school burnout in the studies aimed at reducing academic stress and improving motivation. The findings obtained from the research were discussed in line with the literature.
Lydia M. MacKenzie
Published: 9 November 2019
Journal of Curriculum and Teaching, Volume 8; doi:10.5430/jct.v8n4p36

Abstract:
Research indicates the use of interactive online learning (IOL) instructional strategies such as multiple choice, "drag and drop" matching exercises, and case discussions, in online courses enhances learning and results in better learning outcomes. While some instructors might use interactive resources for regular assessments that only allow for one attempt, this experiment examines whether limiting the attempts and the time to complete IOL instructional strategies significantly improves learning outcomes as measured by performance scores on two required exams. The author posit that students who have limited attempts (2) and limited time (20 minutes) will in fact read the chapters before attempting to complete the interactive online activities, thus increasing the correlation between the interactive online activity scores and exam scores. Unlimited attempts and unlimited time provide students with the opportunity to search the textbook for the answers without reading the assigned chapters.As anticipated, the experimental groups with limited attempts and limited time on the IOL activities did demonstrate a statistically significant relationship to combined exam scores. The findings indicate that limited attempts and limited time on formative assessments correlated with exam scores while those formative assessments without constraints did not.