Journal of Curriculum and Teaching

Journal Information
ISSN / EISSN : 19272677 / 19272685
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 221
Archived in
SHERPA/ROMEO
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Latest articles in this journal

Davut Hotaman
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n3p33

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Abdulnaser A. Fakhrou, Sara A. Ghareeb
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n3p20

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Ying Ji
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n3p13

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Yvonne M. Luna, Stephanie A. Winters
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n3p1

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Nur Ikbal Yıldız, Harun Şahin, Feti Çelik
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p47

Abstract:
The current study aimed to investigate pre-service social studies teachers’ self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, “The Geography Teaching Self-Efficacy Scale” and “The Scale of Attitudes towards the Profession of Teaching” were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOVA) were used. According to the findings of the current study, self-efficacy perceptions related to geography teaching and their attitudes towards the profession are high. The mean scores taken from the whole self-efficacy perception scale and its sub-dimensions were found to be not varying significantly depending on the gender variable while they were found to be varying significantly depending on the variable of the university attended. On the other hand, the attitudes towards the profession of teaching were found to be varying significantly depending on both of the variables.
Gülbin Özkan, Unsal Umdu Topsakal
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p95

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Nicole Parker, Janet Breitenstein, Cindy Jones
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p91

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Winston Kwame Abroampa
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p70

Abstract:
The paper sought to explore the extent to which the hidden curriculum also referred to as the collateral curriculum can be used to develop skills, values and attitudes for learners to inculcate in order to develop the affective domain. Primarily, education is supposed to ensure the holistic development of any individual with a balanced development of all the domains. However, current educational policies and their implementation overemphasise the development of intellectual abilities to the detriment of, especially, the affective domain due to narrow and restrictive accountability practices. Since learners learn more than what they are taught in class and what they acquire from the school’s culture stays much longer with them, it is reasonable they are given the opportunity to explore in order to create a school environment and a culture that would effectively evolve such soft skills and affective elements for learners. Various aspects of school life from which affective elements can be practically derived have been discussed with its attendant educational policy implications.
Mercy Mokaleng, Andrew D. Möwes
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p78

Abstract:
The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.
Taryn Price, Nicole Been
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n2p62

Abstract:
The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) outlines standards for recreation programs to ensure a quality educational experience. The current case study presents findings from a youth-adult partnership in support of various COAPRT standards to assist in the development of aspiring recreation professionals. Observation and reflection data from two consecutive partnerships between youth in a high school Physical Education course and collegiate students from a Historically Black College University’s Health, Physical Education, and Recreation program are presented based on the four dimensions of Wu, Kornbluh, Weiss, and Roddy’s (2016) youth-adult partnership (Y-AP) rubric. The results are presented based on the Y-AP rubric’s dimensions: authentic decision making, natural mentors, reciprocity, and community connectedness to illustrate how they support COAPRT standards 7.01(a) (b), 7.02, and 7.03 (COAPRT, 2014). Implications are provided to support the value a Y-AP implementation can provide recreation management programs as they seek and maintain COAPRT accreditation in the development of their students.
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