Curriculum alignment after reforms: a systematic review with considerations for Queensland pre- and in-service teachers
Johnson, Claudia Elisabeth, Boon, Helen J., and Dinan Thompson, Maree (2020) Curriculum alignment after reforms: a systematic review with considerations for Queensland pre- and in-service teachers. Australian Journal of Teacher Education, 45 (11). 3.
|
PDF (Published Version)
- Published Version
Download (444kB) | Preview |
Abstract
This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre- and in-service teachers could engage with the New Taxonomy and best practice for teaching cognitive skills.
| Item ID: | 67092 |
|---|---|
| Item Type: | Article (Research - C1) |
| ISSN: | 1835-517X |
| Keywords: | curriculum, sciences, instruction, pedagogy |
| Related URLs: | |
| Copyright Information: | © 2020 Edith Cowan University. |
| Additional Information: | The Australian Journal of Teacher Education is access free. Copyright: Authors assign copyright in the manuscript of accepted articles to Edith Cowan University and should seek permission from the Journal to republish the article elsewhere or in another form. The following do not require permission: - Storage and back-up of the article on the author's computer(s) and digital media (e.g., diskettes, back-up servers, Zip disks, etc.), provided that the article stored on these computers and media is not readily accessible by persons other than the author(s); - Posting of the article on the author(s) personal website, provided that the website is non-commercial; - Posting of the article on the internet as part of a non-commercial open access institutional repository or other non-commercial open access publication site affiliated with the author(s)'s place of employment (e.g., a Phrenology professor at the University of Southern North Dakota can have her article appear in the University of Southern North Dakota's Department of Phrenology online publication series); and - Posting of the article on a non-commercial course website for a course being taught by the author at the university or college employing the author. |
| Research Data: | https://ro.ecu.edu.au/ajte/vol45/iss11/3 |
| Date Deposited: | 09 Mar 2021 23:50 |
| FoR Codes: | 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy @ 50% 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development @ 50% |
| SEO Codes: | 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160105 Secondary education @ 100% |
| Downloads: |
Total: 671 Last 12 Months: 6 |
| More Statistics |
Actions (Repository Staff Only)
 |
Item Control Page |