CURRICULUM AND INSTRUCTION/TEACHER EDUCATION

Scholars have long promoted black history as an appropriate space to promote the development of racial literacy. Few research studies, however, have examined how teacher education uses black history as a heuristic to teach about race. Using racial literacy as a framework, this article examined the varied ways four social studies pre-service teachers interpret and taught race through black history. The pre-service teachers were aided by a black history summer reading program dedicated to help them gain the necessary knowledge to teach race through black history. The findings indicated that the pre-service teachers taught race and black history more critical than traditional US history classes but were limited in their presentation of black history and race.

Written from the perspectives of a tenured high school teacher/researcher, an out bisexual sophomore, and a transgender senior, this article discusses the challenges of being and becoming an out lesbian, gay, bisexual, transgender, questioning (LGBTQ) student in a large, Midwestern high school. Through counternarratives, the authors explore what they call the school-to-coffin pipeline, a system that (un)intentionally positions LGBTQ teens in what has become a horrific, yet normalized,
epidemic of queer youth suicide. The authors use the framework of this pipeline to examine what it means to live with/in the in-between of school rhetoric and a dearth of enacted school policy that could literally be life-saving for queer youth. Through an examination of the everyday challenges queer youth encounter, the authors argue that all adults involved in schooling—including teachers, teacher educators, administrators, counselors, and school psychologist—are necessarily (un)knowing participants in the school-to-coffin pipeline, contributing to institutional homophobia and, by extension, LGBTQ youth suicide. The authors argue that by attending to the school-to-coffin pipeline, those who contribute to it can begin to interrupt the current, and possibly continuing, cycle of self-inflicted violence on queer youth bodies.

________________________________________________________________ For over four decades, archaeological education in Nigeria has been confined to university education curricula with little or no attention paid to teaching the subject at primary and secondary school levels. This paper puts forward some viable concepts and methods needed for the introduction and teaching of archaeology at these levels in Nigeria. These include both formal and informal teaching methods. This paper highlights some problems or challenges that may arise during the implementation process and gives some recommendations. The paper concludes that archaeological education should not be for adults alone. It should also be made available to the young ones. ________________________________________________________________ Résumé: Depuis plus de quatre décennies, les e ´tudes archéologiques au Nigeria sont limitées aux programmes d'enseignement universitaire, et l'enseignement primaire et secondaire de cette matière suscite peu ou pas d'intérêt. Cet article présente quelques concepts et méthodes viables, nécessaires pour l'introduction et l'enseignement de l'archéologie a ` ces niveaux scolaires au Nigeria. Ceux-ci comprennent des méthodes d'enseignement formel et informel. Le présent article souligne certains problèmes ou difficultés qui pourraient survenir au cours du processus de mise en oeuvre et livre quelques recommandations. Il conclut que l'enseignement de l'archéologique ne devrait pas s'adresser aux adultes seulement, mais qu'il devrait e ´galement e ˆtre accessible aux jeunes. ________________________________________________________________

Pressure from public education stakeholders created a need for intentional, professional supervision of curriculum and instruction. Living in a complex society struggling with competing ideologies shaped by globalism, high technology, and scientific methods shaped curriculum and instruction in the past and the present . Early literature in this field represents two competing educational philosophies which continues to dominate the focus and approach to curriculum and instruction leadership. This paper reviews the foundational literature shaping the evolution of curriculum and instruction leadership to understand the philosophy, influences, and practices at work in schools today.

This comparative research explored the mindset and performance of selected graduating students taking French as a second language. The study is anchored on two theories namely: Bronfenbrenner"s Ecological Systems" Theory and Krashen"s Second Language Acquisition theory. A total of 30 Mass Communication and Business Administration graduating students served as respondents of this study. A 10-point questionnaire, which mainly covers their views, background knowledge, and impressions about the French language in general, as well as their actually experiences while learning French. It used a mixed descriptive correlational research method to analyze the data gathered. Results showed that the selected graduating college students held a positive mindset about studying French. The majority of the respondents enrolled in French out of their own volition and mentioned that they were interested to learn it because of what they have read, seen, and heard about the French culture in general. While all of them acknowledged that it is a required subject in their curriculum, all of them said they would still take it even if it were not required. In contrast, two (2) out of 30 said that they would not have taken the subject if it were not required. It can be said that the majority of the respondents fostered a positive and free-willing mindset in learning French. However, they struggled in learning French due to the pronunciation, sentence construction, accents, and limited time allotment (3 hours per week) in learning the language. The students dealt with these challenges through 1.) use of apps/internet; 2.) love for language; 3.) persistence and effort; 4.) constant practice; 5.) research; 6.) self-study and makeup; 7. quality listening. The study recommended for an increased number of French sessions through curriculum revision, budget provision for more interactive activities (i.e. field trip, cultural night, food trip culture, etc.), and integrating more multi-media approaches to teaching French as well as creative means to tap students" multiple talents and empower them to showcase their skills and boost their confidence.

I argue in this article that a close examination of preservice teachers' Black history knowledge is needed to possibly improve curricular and instructional approaches of Black education. Seven preservice teachers were studied and asked to write Black history narratives to ascertain how they interpreted Black history. I analyzed these responses through a Black history framework that combined aspects of diaspora literacy, historical consciousness, and Black Critical race theory. Findings indicate preservice teachers held both critical and noncritical Black history knowledge. Implications are given to teacher educators to find out how to effectively gauge Black history as a heuristic for diversity education.

Inquiry-based learning is becoming a widely recognized and used
pedagogical approach. However, existing research has largely
focused on inquiry learning in science education, neglecting fields
such as social studies (SS). In Singapore, inquiry learning in SS
received an impetus when a component called “Issue Investigation”
(II) was introduced into the compulsory secondary school syllabus of
2016. Given the recency of this introduction, there has been a lacuna
of empirical research. Addressing both these research gaps, this
paper presents qualitative findings from a preliminary study of
Singapore secondary school SS teachers’ perspectives and experiences
relating to II. Building on a recognition of teacher agency and
of the role teachers play in mediating curriculum and teaching/
learning, this paper focuses on how teachers interpret the nature of
inquiry learning in SS in the Singapore context. Findings suggest that
teachers held broadly two conceptions of II: some saw it as aimed
towards working out practical solutions to societal issues in the spirit
of participative citizenship; others treated it akin to a social science
inquiry process that fostered critical and analytical thinking. In addition,
the challenges teachers encountered in implementing and
enacting II, and their coping strategies are also briefly discussed.

Active Student Responding (ASR) is a powerful set of low cost strategies teachers can use to improve student achievement. ASR occurs when a student makes a response by answering questions or responding in a variety of ways that communicates the student’s understanding of the content being taught during the lesson. The more opportunities the student has to respond, the increased likelihood the student is learning. Increasing active responses allows teachers to rapidly assess performance. As opportunities to respond increase so does opportunities for praise and corrective feedback that results in accelerated learning. Attending and being on-task are insufficient ways for teachers to know if learning is occurring. For a teacher to know if a student is actually learning a written, action, or oral response is required. The more opportunities to respond the more quickly students master lessons. ASR strategies are designed to engage all students regardless of class size and ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. Examples of ASR strategies include; guided notes, response slates, response cards, and choral responding.

The main objective of the research was to assess the relationship between instructional practices of teachers on students’ academic performancein English. To achieve this aim, the researcher selectedAssistant Language Teachers (ALTs) and public secondary students in Okinawa Prefectureas respondents of the study during the school year 2020-2021. The primary data gathering tools used in the study was a standardized questionnaire Instructional Practices Survey adopted from Valentine (2000) on determining teachers’ instructional practices and a documentary analysisto determine the point average of the respondents’ level of academic performancein English. The collected data were analyzed and treated statisticallywith theuse of Statistical Packages for Social Sciences (SPSS). Results revealed that there is a positive strong correlation between instructional practices andthe students’ academic performance in English as evidenced by. 853 correlation coefficient. Findings indicate that a high level of instructional practices among teachers contribute to the increase of academic performance of students in English. The study recommended that school principals may conduct frequent teachers’ assessment, training needs assessment to maintain this status-focusing on the needs of teachers in terms of their professional growth and development, and continuous monitoring of students endeavors.

The purpose of this study is to explore the dispositions that pre-service teachers require in order to be effective practitioners. Pre-service teachers study a curriculum that equips them with the content, as well as the pedagogical, psychological and philosophical knowledge, that are foundational to their tasks as both professional and subject specialists. However, in order to be responsive to the human quality of teaching, pre-service teachers also require certain dispositions that enable them to build and develop learners. There is thus a need to understand the dispositions that pre-service teachers require in order to be effective practitioners. This study is underpinned by Dewey's constructivist developmental learning theory and also Bandura's social learning theory. The critical question we endeavoured to answer in this study was: What teaching dispositions do pre-service teachers require to be effective practitioners? In order to answer the research question, five journal articles were selected using the following criteria: focus on defining teaching dispositions and listing and explaining teaching dispositions. The study adopted a qualitative approach positioned in the interpretivist paradigm. Inductive thematic analysis was employed to analyse the findings from the five selected journal articles. The findings revealed that pre-service teachers require self-related, learner-related and profession-related dispositions to be effective practitioners. Thus, based on the study's results, we recommend that teacher preparation programmes deliberately include dispositional qualities in their curriculum.

In a learning context that is increasingly impregnated by the use of digital tools, the search for innovations to improve the quality of learning must be the permanent concern of the various players in the area of education.A comparative analysis of the goal-oriented pedagogy and the skill-based approach allows for conceptual complementarities between the two approaches. Indeed, such a combination would allow the student to achieve both the appropriation of notional content prescribed by the curriculum, and the development of skills for solving contextual problems. This combination of approaches is therefore a steering process to ensure the sustainability of learning.The perspectives offered by the development of ICT in education are drawn from affirmations and publications claiming a positive impact of these tools on the quality of teaching and learning, while suggesting their effective use, accompanied by active or interactive teaching methods. This integration should be the subject of a specific study to determine the impact on learning, thus confirming or invalidating the teaching effectiveness.Thefeasibility ofthe management of learning by ICT allows establishing a second steering process.Among the expected effects of the use of ICTs is the opportunity offered to the student to be an actor of his / her learning through the creation, conception and development of contents, and the facilitation of the student's learning by helping him to better understand, better visualize problems, and better memorize his courses.The piloting of learning through the combination of the modalities of the skill-based approach and goal-oriented pedagogy by the teacher, and the optimization of the use of ICTs should allow ensuring the desirability of the design of learning; the set constitutes the support process for ensuring the quality of learning, and can be achieved through the adoption of flipped pedagogy, whichallows setting up learning facilitating elements such as collaborative learning and problem-based learning, characteristics of the skill-based approach, while allowing the teacher to carry out transmissive teaching, an essential component of goal-oriented pedagogy, and the diversity of digital tools allows varying students' learning styles, and thus promotes differentiation in order to improve the quality of learning.In a perspective of educational development and pedagogical innovation aimed at improving the quality of student learning, a learning system based on the flipped classroom, collaborative learning, and pedagogical and technological communication, can be designed, based on the integration of ICT, the combination of skill-based approach and goal-oriented pedagogy,aiming at the effectiveness of the teaching act and the autonomy of the student.

In this article the author takes as a point of departure certain discursive practices employed by physicists credited with popularizing the field of quantum mechanics in order to posit the relationship between space, learning, and the perception of pedagogical realities as trans-local phenomena. More specifically, through this article the author attempts to understand how the physicist's language describing the universe and its uncertainties within a hypothetical "hyperspace" may contribute to what we commonly understand and frame as curriculum and pedagogy. The author concludes by addressing the linguistic challenges present when we attempt to frame curriculum and pedagogy as a form of transgression into both the domains of the social and the physical sciences. This move unequivocally translates into establishing an epistemological framework advancing possibilities in educational research resultant from the work that is done at the edge of one's knowledge.

Abstract This paper builds on two research projects on initial and in-service education of teachers, their professional experience, and the pathways they travelled to become teachers. The policy documents analysed and the teachers’ professional histories, the micro-ethnographies and the discussion groups developed, allowed us to draw a broad picture of the development of the initial teacher education in Spain. Three fundamental stages were identified: (a) developmentalism and the last stage of Franco’s dictatorship; (b) constructing democracy and (c) the implementation of the European Higher Education Area. Our research shows that the reform implemented in each period represented a clear intention to professionalise teachers’ work and to move beyond the view of initial education as vocational training by transferring it to the university. Meant a move towards improving the relationship between theory, educational research and practice; and left a set of unfulfilled challenges.

Studies are reviewed of issues that potentially infotm policies and practices in initial and continuing education, including teacher. educators, prospective and practicing. teachers as learners, the teacher education curriculum, and the milieu in which . teacher education takes place. AcrOss these four areas, mutually reinforcing factors explain why teacher education has been kept from being as academic and intellectual as it should be, and why change has been slow and difficult. The research review indicates that, although a number of academically talented persons pursue careers in teachidg and teacher education, persons with limited academic talent are allowed to dominate the field. Studies of the curriculum of initial and continuing teacher education show it to be fragmented, shallow, and overly technical. vinstitutional policies, structures, and resources that might be expected to foster the quality of teaching and teacher eduction appear to do the. opposite. A pattern is revealed which reinforces the maintenance of te0c#er education as a marginal part of the university and school communities. Significant change in teacher education will be difficult, since reform will have to be 9rchestrated through attention to a set of complex, interdependent factors.

A historian’s taking in account his period he lived or he witnessed is very important. In this sense, Ibn Kaldûn, as an universalist historian having been lived in the XIV. Century, and having written a universal history called Kitab al-Ibar ve Dîwân al-Mubtadai wa al Khabar, has given some certain information in it’s Muqaddimah about the events done in the different places of Muslim World occurred in his age, the fourteenth century. We tried to fix up these evaluations about the education and instruction, social life, political life and as well as along with the art and architecture concepts being separated in the diverse parts of his book within the contemporary understanding of scholarship. At the end we established that the author has seen the instruction as an art, and he considered the fact that the providence of the necessary in the life is the main factor for the establishment of the civil life. The architecture and art has been formed not only its own achievements but also ...

This comparative case study presents one key challenge two experienced teachers face when using simulations: Control. Simulations are activities that place high demands on teachers, including the ability to anticipate pitfalls in advance, act in multiple capacities, shape the direction of the activity without unduly interfering, and to be comfortable with the structured chaos that simulations engender. Together these demands strain teachers’ restraint when it comes to control. Utilizing a series of interviews, observations, teacher visions of practice, and documents related to the context and simulations, data were collected on experienced teachers’ perspectives and practices with simulations. One goal of the study was to better understand the challenges teachers face in using simulations. As this paper indicates, the use of simulations requires from teachers both conservative and subtle uses of control to maintain simulation’s dynamism, verisimilitude to reality, and students’ engagement in the activity. Without such discretion, control serves as a destructive form of intervention, serving to undermine these teachers’ articulated goals. Although simulations are the instrument of this investigation, the findings presented in the paper are relevant to the larger challenges social studies teachers face in their struggle with control as they try to teach in more powerful ways.