The art of teaching. About the promising future of literature education Literature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. ...Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is important to re-legitimize literature education. An overview of the functions of literature education shows that teaching of literature is of essential importance for language development, cultural socialization and personal education of students, and fits very well with the general aims of (secondary) education. Teachers see the decline in reading habits and motivation of many students as one of the greatest didactic problems. To turn the tide, it is therefore also important that the teaching of literature is at its best: that it motivates students to read books, that it enables them to develop their literary competence, and that it contributes to their cultural socialization. To this end, a didactic theory is set out in seven axioms that enables literature and reading of books to be firmly anchored in the curriculum. The article concludes with the axiom that for good (literature) education a strong professional community of teachers, teacher trainers and university specialists is necessary.
Literatuur leren onderzoeken in de klas van der Deijl, Lucas; Dietz, Feike; Stronks, Els
Nederlandse letterkunde,
12/2018, Volume:
23, Issue:
3
Journal Article
Peer reviewed
Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuur In Dutch secondary schools, pupils rarely learn how to research Dutch ...language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dutch literary history as a collection of literary and historical facts rather than a status questionis of the current field of literary scholarship. In this article we argue that the connection between the Geschiedenis van de Nederlandse literatuur (GNL) and LitLab.nl ‐ a digital laboratory for literary research on secondary schools ‐ could support the development of a scientific research disposition and facilitate the shaping of pupils as literary researchers. We discuss the theoretical and didactic background of LitLab in order to demonstrate how an adjusted and more accessible version of the new GNL could be integrated in the curriculum by using LitLab as a medium.
El presente artículo analiza las trayectorias de los miembros de tres centros de investigación en México. Para ello se recurre a dos categorías analíticas que se yuxtaponen en las prácticas ...cotidianas: trayectoriasy experiencias. A través de ellas se analiza el sentido atribuido al papel de la ciencia en la sociedad como uno de los pliegues de las subjetividades científicas. La hipótesis es que las trayectorias definen modos de hacer ciencia y esto a su vez configura un sentido al trabajo de investigación, una disposición del papel de la ciencia en la sociedad. La investigación se basó en el método biográfico en donde se da centralidad a las entrevistas en profundidad. La apuesta metodológica se complementó con la revisión documental y el análisis de los curriculum vitæde los científicos entrevistados.
Esta investigación analiza el contenido didáctico de los libros de texto de Historia de México a nivel bachillerato. Se empleó una metodología cualitativa de tipo descriptivo. El uso del Análisis del ...Discurso (AD) permitió identificar el contexto político, económico y educativo bajo el cual se definen los contenidos de los libros de texto, así como de la participación de editoriales extranjeras que forman parte en este proceso y cuya intervención en la creación de contenidos es también fundamental. Se concluye que, los libros de texto de la asignatura, representan un discurso nacionalista más que didáctico. Con base en la información analizada, se propone un currículo que desarrolle en el alumno las habilidades necesarias para lograr una empatía histórica y un conocimiento significativo.
Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction ...to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.
A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool ...classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
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A thoughtfully constructed syllabus can be transformative for your students' learning, communicating the path they can take to succeed. This book demonstrates how, rather than being a mundane ...document to convey policies, you can construct your syllabus to be a motivating resource that conveys a clear sense of your course's learning goals, how students can achieve those goals, and makes evident your teaching philosophy and why you have adopted the teaching strategies you will use, such as discussion or group activities. Developing or revising a syllabus also presents you with a perfect opportunity to review the learning possibilities for the semester. Well-designed, it can help you stay focused on achieving the learning outcomes, as well as determine if the class is on track and whether adjustments to the schedule are needed. The authors show how, by adopting a welcoming tone and clearly stating learning outcomes, your syllabus can engage students by explaining the relevance of your course to their studies, create an all-important positive first impression of you as an instructor, and guide students through the resources you will be using, the assignments ahead, as well as clear guidance on how they will be assessed. Referred to frequently as the course progresses, an effective syllabus will keep students engaged and on task.Christine Harrington and Melissa Thomas lead you through all the elements of a syllabus to help you identify how to present key messages and information about your course, think through the impressions you want to create, and, equally importantly, suggest how you can use layout and elements such as images and charts to make your syllabus visually appealing and easy to navigate.
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research ...findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge. Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.
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