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.

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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
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Research Data:
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%
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