Chang Yu, Xiang Wang, Ada Marie Gallego Mascarinas, Chatchai Rakthin, Noppavan Namtubtim, Yi Shen, Khoirul Anwar
This research critically evaluates and assesses the current status of Art Appreciation Courses (AAC) within the General Education (GE) curriculum in Chinese universities. The investigation is focused on delineating the strengths, pinpointing the weaknesses, and identifying potential areas for improvement. The research methodology encompasses a thorough review of relevant literature and the implementation of a qualitative case study approach. Interviews were conducted with four AAC instructors, selected through purposive sampling, and their documents were subjected to analysis. The primary findings suggest that the instructors are committed to enhancing students' humanities knowledge, aesthetic education, and artistic abilities by developing appreciation skills. However, they encounter several challenges, including a limited knowledge base among students, inadequate course duration, insufficient facilities, and a tenuous connection between the course and the major. The instructors adhere to a teaching philosophy integrating aesthetic education using a situational model, cultivating positive attitudes and distinctive courses. Our study recommends several enhancements for Art Appreciation Courses (AAC) in Chinese universities. We suggest diversifying AAC topics and facilitating cross-cultural comparisons. Active learning should be promoted through interactive methods and participation in art activities. Interdisciplinary integration can be bolstered by collaborating with other disciplines. Lastly, resources should be augmented, and assessments should be diversified to foster creativity, and student engagement should be enhanced.
{"title":"The Implementation of Art Appreciation Courses in Chinese University General Education: A Case Study","authors":"Chang Yu, Xiang Wang, Ada Marie Gallego Mascarinas, Chatchai Rakthin, Noppavan Namtubtim, Yi Shen, Khoirul Anwar","doi":"10.46303/jcsr.2024.5","DOIUrl":"https://doi.org/10.46303/jcsr.2024.5","url":null,"abstract":"This research critically evaluates and assesses the current status of Art Appreciation Courses (AAC) within the General Education (GE) curriculum in Chinese universities. The investigation is focused on delineating the strengths, pinpointing the weaknesses, and identifying potential areas for improvement. The research methodology encompasses a thorough review of relevant literature and the implementation of a qualitative case study approach. Interviews were conducted with four AAC instructors, selected through purposive sampling, and their documents were subjected to analysis. The primary findings suggest that the instructors are committed to enhancing students' humanities knowledge, aesthetic education, and artistic abilities by developing appreciation skills. However, they encounter several challenges, including a limited knowledge base among students, inadequate course duration, insufficient facilities, and a tenuous connection between the course and the major. The instructors adhere to a teaching philosophy integrating aesthetic education using a situational model, cultivating positive attitudes and distinctive courses. Our study recommends several enhancements for Art Appreciation Courses (AAC) in Chinese universities. We suggest diversifying AAC topics and facilitating cross-cultural comparisons. Active learning should be promoted through interactive methods and participation in art activities. Interdisciplinary integration can be bolstered by collaborating with other disciplines. Lastly, resources should be augmented, and assessments should be diversified to foster creativity, and student engagement should be enhanced.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Globally, there is a movement toward curriculum development and reform as states, governments, and education departments work to provide future-focused curricula to address the demands and difficulties of the 21st century. Despite public knowledge that curriculum reform and implementation are universal trends infested with intractable challenges, little is understood about why the participation of teachers in reform activities from design through implementation should be considered essential. This paper, a part of earlier work, reports on a qualitative case study examining how teachers made sense of their participation in curriculum reform and implementation activities. Twelve teachers representing six primary schools in Zimbabwe were interviewed in Focus Group Discussions and semi-structured interviews to gather data. Using the sense-making theory as a lens, thematic analysis of qualitative data suggests that teacher participation in curriculum reforms enables teachers to be co-designers, which in turn improves ownership of the innovations, leading to an improved implementation fidelity of the new curriculum as teachers are provided with the authority to go through the implementation process with a comparable level of rigor as policymakers. These insights could inform curriculum design and development policy, potentially improving curriculum implementation worldwide. The study implores policymakers to rope in teachers as potent fountains of curriculum content and as partners in curriculum design and development. The study contributes to scholarship on policy formulation and implementation in educational settings.
{"title":"The Sustainability of Curriculum Reform and Implementation Through Teacher Participation: Evidence from Social Studies Teachers","authors":"P. Chimbunde, B. Moreeng","doi":"10.46303/jcsr.2024.6","DOIUrl":"https://doi.org/10.46303/jcsr.2024.6","url":null,"abstract":"Globally, there is a movement toward curriculum development and reform as states, governments, and education departments work to provide future-focused curricula to address the demands and difficulties of the 21st century. Despite public knowledge that curriculum reform and implementation are universal trends infested with intractable challenges, little is understood about why the participation of teachers in reform activities from design through implementation should be considered essential. This paper, a part of earlier work, reports on a qualitative case study examining how teachers made sense of their participation in curriculum reform and implementation activities. Twelve teachers representing six primary schools in Zimbabwe were interviewed in Focus Group Discussions and semi-structured interviews to gather data. Using the sense-making theory as a lens, thematic analysis of qualitative data suggests that teacher participation in curriculum reforms enables teachers to be co-designers, which in turn improves ownership of the innovations, leading to an improved implementation fidelity of the new curriculum as teachers are provided with the authority to go through the implementation process with a comparable level of rigor as policymakers. These insights could inform curriculum design and development policy, potentially improving curriculum implementation worldwide. The study implores policymakers to rope in teachers as potent fountains of curriculum content and as partners in curriculum design and development. The study contributes to scholarship on policy formulation and implementation in educational settings.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Chauke, Themba Ralph Mkhize, Lina Methi, Ntandokamezi Dlamini
Postgraduate students in developing nations, such as South Africa, are increasingly leveraging artificial intelligence tools like ChatGPT to elevate their academic success in the era of the fourth industrial revolution. This study aims to explore postgraduate students' perceptions of the benefits associated with the utilisation of artificial intelligence tools, with a specific focus on ChatGPT, in their academic success in South Africa’s historically disadvantaged universities. Employing a qualitative approach, the study aims to gain a deeper understanding of postgraduate views on this subject. The sample size comprised 10 postgraduate students pursuing master's degrees within the two selected South Africa’s historically disadvantaged universities, selected through purposive sampling. Semi-structured interviews were conducted to gather insights from the postgraduate students. Thematic analysis was employed to analyse the collected data. The study's findings shed light on the significant advantages of incorporating ChatGPT in students' academic journey with special focus on research success. The study found that ChatGPT proves beneficial for postgraduate students, with some utilising the AI tool to refine their research topics before submission to their supervisors. Moreover, ChatGPT assists postgraduate students in identifying grammatical errors and paraphrasing their academic writing, contributing to the enhancement of their writing skills. In light of these findings, the study recommends the immediate development of an innovative AI ethical use policy in South Africa’s historically disadvantaged universities. This policy should emphasise ethical guidelines for postgraduate students when utilising AI tools, such as ChatGPT to ensure responsible and effective integration into their academic success.
{"title":"Postgraduate Students’ Perceptions on the Benefits Associated with Artificial Intelligence Tools on Academic Success: In Case of ChatGPT AI tool","authors":"T. Chauke, Themba Ralph Mkhize, Lina Methi, Ntandokamezi Dlamini","doi":"10.46303/jcsr.2024.4","DOIUrl":"https://doi.org/10.46303/jcsr.2024.4","url":null,"abstract":"Postgraduate students in developing nations, such as South Africa, are increasingly leveraging artificial intelligence tools like ChatGPT to elevate their academic success in the era of the fourth industrial revolution. This study aims to explore postgraduate students' perceptions of the benefits associated with the utilisation of artificial intelligence tools, with a specific focus on ChatGPT, in their academic success in South Africa’s historically disadvantaged universities. Employing a qualitative approach, the study aims to gain a deeper understanding of postgraduate views on this subject. The sample size comprised 10 postgraduate students pursuing master's degrees within the two selected South Africa’s historically disadvantaged universities, selected through purposive sampling. Semi-structured interviews were conducted to gather insights from the postgraduate students. Thematic analysis was employed to analyse the collected data. The study's findings shed light on the significant advantages of incorporating ChatGPT in students' academic journey with special focus on research success. The study found that ChatGPT proves beneficial for postgraduate students, with some utilising the AI tool to refine their research topics before submission to their supervisors. Moreover, ChatGPT assists postgraduate students in identifying grammatical errors and paraphrasing their academic writing, contributing to the enhancement of their writing skills. In light of these findings, the study recommends the immediate development of an innovative AI ethical use policy in South Africa’s historically disadvantaged universities. This policy should emphasise ethical guidelines for postgraduate students when utilising AI tools, such as ChatGPT to ensure responsible and effective integration into their academic success.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"40 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.
{"title":"Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation","authors":"W. Manzi, B. Moreeng","doi":"10.46303/jcsr.2024.3","DOIUrl":"https://doi.org/10.46303/jcsr.2024.3","url":null,"abstract":"Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"24 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.
随着技术在教育中的应用，将数字素养和技术技能与教学法相结合已成为教师需要掌握的重要能力之一。因此，本研究对哈萨克斯坦小学教师的数字素养、技术和教学能力进行了相关调查。研究对象是在阿拉木图不同学校工作的 223 名小学教师。收集数据时使用了 "数字素养量表"、"教学能力量表 "和 "技术能力量表"。根据性别和专业资历，使用 T 检验和 F 检验来比较学校教师的数字素养、教学能力和技术能力。采用 "多元回归技术 "分析了学校教师数字素养、教学能力和技术能力变量之间的关系。研究结果显示，小学教师的教学能力较高，而其数字素养和技术能力处于中等水平。小学教师的教学能力、技术能力和数字素养因性别和专业资历的不同而存在显著差异。男性小学教师的技术能力和数字素养水平较高，而女性小学教师的教学能力水平较高。多元回归分析表明，教师的数字素养能显著预测其教学能力和技术能力。
{"title":"The Relationships between Pedagogical and Technological Competence and Digital Literacy Level of Teachers","authors":"A. Orakova, Farida Nametkulova, G.B. Issayeva, Saule Mukhambetzhanova, Marzhan Galimzhanova, Galiyapanu Rezuanova","doi":"10.46303/jcsr.2024.2","DOIUrl":"https://doi.org/10.46303/jcsr.2024.2","url":null,"abstract":"With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"258 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140275408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even though Western education is indispensable and became a game changer, its adoption in the mainstream education system (curriculum) has substantially strained the passing of relevant skills, values, and knowledge to most African communities. The adoption of Western education was not tailored to the context, realities, and needs of most indigenous communities. The popular and accepted Western education has been applauded for preparing graduates who mostly look for employment, do not resonate with their realities and environment, and can barely create jobs with the acquired education. Unlike indigenous education, which prepared the young ones to face their immediate future realities and contribute to the development of the community, Western education seems far from equipping Africans to understand themselves and their surroundings. Grounded in the African Renaissance, this paper explores African indigenous education in a bid to draw lessons from it. To achieve this, a conceptual paper is framed from a review of literature on Google scholar, DHET accredited journals, Scopus, and other relevant credited sources. The paper does not seek to undermine the importance and value of Western education in the curriculum but advocates for the adoption of indigenous education to bring positive impact to African societies. Collaborative efforts are recommended for the revival, adoption, and continuation of indigenous education without looking at it as inferior.
{"title":"Integrating African Indigenous Education in the Curriculum: A Learning Curve for South Africa","authors":"S. L. Kugara, T. D. Mdhluli","doi":"10.46303/jcsr.2023.35","DOIUrl":"https://doi.org/10.46303/jcsr.2023.35","url":null,"abstract":"Even though Western education is indispensable and became a game changer, its adoption in the mainstream education system (curriculum) has substantially strained the passing of relevant skills, values, and knowledge to most African communities. The adoption of Western education was not tailored to the context, realities, and needs of most indigenous communities. The popular and accepted Western education has been applauded for preparing graduates who mostly look for employment, do not resonate with their realities and environment, and can barely create jobs with the acquired education. Unlike indigenous education, which prepared the young ones to face their immediate future realities and contribute to the development of the community, Western education seems far from equipping Africans to understand themselves and their surroundings. Grounded in the African Renaissance, this paper explores African indigenous education in a bid to draw lessons from it. To achieve this, a conceptual paper is framed from a review of literature on Google scholar, DHET accredited journals, Scopus, and other relevant credited sources. The paper does not seek to undermine the importance and value of Western education in the curriculum but advocates for the adoption of indigenous education to bring positive impact to African societies. Collaborative efforts are recommended for the revival, adoption, and continuation of indigenous education without looking at it as inferior.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.
{"title":"Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio","authors":"Xolani Moffat Majola","doi":"10.46303/jcsr.2023.34","DOIUrl":"https://doi.org/10.46303/jcsr.2023.34","url":null,"abstract":"E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities. ","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"18 s1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developing an interdisciplinary approach is a paramount concern for educators and researchers in the field of education, given its proven effectiveness in enhancing cognitive comprehension and practical knowledge application. This study examines the pivotal role of music as a potential medium that possesses traits akin to language, serving as a conduit for expressing thoughts and emotions. Emphasizing the significance of music education, this study delves into its profound impact on fostering linguistic abilities. Through a comprehensive review of 32 studies, this study explores the dynamic interplay between music and language. It examines the development of musical properties and inherent characteristics of music competency, catering to diverse intelligences within the framework of linguistic growth. The findings obtained from the specified studies illustrate the manifold benefits of music in enhancing specific aspects of linguistic abilities, underscoring its positive impact on language education. This study provides valuable recommendations for music/language educators and bilingual instructors. It also identifies potential areas of focus, thereby establishing the foundation for future inquiries within this interdisciplinary field.
{"title":"Exploring the Interdisciplinary Relationship between Music and Language for Enhanced Bilingual Curriculum","authors":"Wei-Chen Wu, Chia-Han Yang, Ming Turner","doi":"10.46303/jcsr.2023.33","DOIUrl":"https://doi.org/10.46303/jcsr.2023.33","url":null,"abstract":"Developing an interdisciplinary approach is a paramount concern for educators and researchers in the field of education, given its proven effectiveness in enhancing cognitive comprehension and practical knowledge application. This study examines the pivotal role of music as a potential medium that possesses traits akin to language, serving as a conduit for expressing thoughts and emotions. Emphasizing the significance of music education, this study delves into its profound impact on fostering linguistic abilities. Through a comprehensive review of 32 studies, this study explores the dynamic interplay between music and language. It examines the development of musical properties and inherent characteristics of music competency, catering to diverse intelligences within the framework of linguistic growth. The findings obtained from the specified studies illustrate the manifold benefits of music in enhancing specific aspects of linguistic abilities, underscoring its positive impact on language education. This study provides valuable recommendations for music/language educators and bilingual instructors. It also identifies potential areas of focus, thereby establishing the foundation for future inquiries within this interdisciplinary field.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The transition from high school to university for first-year students is challenging in academia, globally, and locally. Students must continually provide quality content at university and possess organisational and coherent language skills in writing essays and assignments. They should meet expectations such as demonstrating their academic writing skills, showing meaningful writing, which includes reasoning, and drawing readers’ attention to the pertinent facts. For a few decades, academic support programmes, including writing centres, have been introduced in South African universities to assist first-year students in academic writing. Despite establishing these programmes, poor academic writing persists in many South African universities among first-year students. Therefore, this study explored how the Academic Writing Centre, as a collaborative scaffolded approach, could improve the academic writing skills of first-year English Second Language (ESL) students at a South African university. The study adopted a quantitative method through a descriptive research design. A questionnaire was used as an instrument for data collection. Fifty first-year students who were registered for the Senior and Further Education and Training phases at the faculty of education of a South African university were chosen (N=50; males=14, females=36). Descriptive results revealed that the Academic Writing Centre could be considered a collaborative scaffolded model to improve the academic writing skills of first-year ESL students. The study recommends exploring writing support centres and lecturers further as essential tools that can assist students in socialising the link between entry and the discourse of university subjects’ academic requirements.
{"title":"Enhancing the Academic Writing Skills of First-Year English Second Language Students at a South African University","authors":"Lulama Mdodana-Zide, Kananga Robert Mukuna","doi":"10.46303/jcsr.2023.27","DOIUrl":"https://doi.org/10.46303/jcsr.2023.27","url":null,"abstract":"The transition from high school to university for first-year students is challenging in academia, globally, and locally. Students must continually provide quality content at university and possess organisational and coherent language skills in writing essays and assignments. They should meet expectations such as demonstrating their academic writing skills, showing meaningful writing, which includes reasoning, and drawing readers’ attention to the pertinent facts. For a few decades, academic support programmes, including writing centres, have been introduced in South African universities to assist first-year students in academic writing. Despite establishing these programmes, poor academic writing persists in many South African universities among first-year students. Therefore, this study explored how the Academic Writing Centre, as a collaborative scaffolded approach, could improve the academic writing skills of first-year English Second Language (ESL) students at a South African university. The study adopted a quantitative method through a descriptive research design. A questionnaire was used as an instrument for data collection. Fifty first-year students who were registered for the Senior and Further Education and Training phases at the faculty of education of a South African university were chosen (N=50; males=14, females=36). Descriptive results revealed that the Academic Writing Centre could be considered a collaborative scaffolded model to improve the academic writing skills of first-year ESL students. The study recommends exploring writing support centres and lecturers further as essential tools that can assist students in socialising the link between entry and the discourse of university subjects’ academic requirements.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127870888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article reports on the findings of a qualitative inquiry involving a sample of nine (9) teachers (three participants per school) drawn from three schools within the locality of three education circuits of Emalahleni in Mpumalanga Province (South Africa). The primary objective of the article was informed by the paucity of literature that establishes an intersection between Indigenous epistemologies of Ubuntu philosophy, instructional leadership and the sharing process of knowledge management within the domain of primary and secondary education. By eliciting teachers’ views on heads of departments’ (HODs’) curriculum leadership practices, the article attempts to narrow down the knowledge gap on the topic of instructional (herein referred to as curriculum) leadership— a domain whose preoccupation often slants towards the principal’s role at the exclusion of other key stakeholders within the school ecology. In terms of the findings, democratic (participative), autocratic, transactional, transformational and managerial (in no particular order) leadership styles were found to have been used by individual HODs alongside instructional leadership style to strengthen their curriculum leadership role. It however, became apparent that both participative and transformational leadership styles sufficiently promoted the ethos of Ubuntu in HODs’ curriculum leadership role and thus enhanced curriculum delivery processes and knowledge sharing behavior among teachers as well as between HODs and teachers. The findings of the article demonstrate how a non-adversarial intersection between indigenous and mainstream leadership practices, might add an impetus to HODs’ curriculum delivery and knowledge sharing leadership role in under-resourced schooling contexts.
{"title":"The Perceived Heads of Departments’ Infusion of Ubuntu Values in Curriculum and Knowledge Sharing Leadership in Under-Resourced Public Schools","authors":"Bongani Innocent Nkambule","doi":"10.46303/jcsr.2023.26","DOIUrl":"https://doi.org/10.46303/jcsr.2023.26","url":null,"abstract":"The article reports on the findings of a qualitative inquiry involving a sample of nine (9) teachers (three participants per school) drawn from three schools within the locality of three education circuits of Emalahleni in Mpumalanga Province (South Africa). The primary objective of the article was informed by the paucity of literature that establishes an intersection between Indigenous epistemologies of Ubuntu philosophy, instructional leadership and the sharing process of knowledge management within the domain of primary and secondary education. By eliciting teachers’ views on heads of departments’ (HODs’) curriculum leadership practices, the article attempts to narrow down the knowledge gap on the topic of instructional (herein referred to as curriculum) leadership— a domain whose preoccupation often slants towards the principal’s role at the exclusion of other key stakeholders within the school ecology. In terms of the findings, democratic (participative), autocratic, transactional, transformational and managerial (in no particular order) leadership styles were found to have been used by individual HODs alongside instructional leadership style to strengthen their curriculum leadership role. It however, became apparent that both participative and transformational leadership styles sufficiently promoted the ethos of Ubuntu in HODs’ curriculum leadership role and thus enhanced curriculum delivery processes and knowledge sharing behavior among teachers as well as between HODs and teachers. The findings of the article demonstrate how a non-adversarial intersection between indigenous and mainstream leadership practices, might add an impetus to HODs’ curriculum delivery and knowledge sharing leadership role in under-resourced schooling contexts.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128867189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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