Contextualising Curriculum for a Multi-Course Classroom: A Case Study

Autor/in	Kelly, Kate
Titel	Contextualising Curriculum for a Multi-Course Classroom: A Case Study
Quelle	In: Curriculum and Teaching, 37 (2022) 2, S.39-53 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/37.2.04
Schlagwörter	Integrated Curriculum; Grouping (Instructional Purposes); Relevance (Education); Learner Engagement; Grades (Scholastic); Teaching Methods; Foreign Countries; College Freshmen; College Curriculum; Instructional Effectiveness; College Instruction; Australia + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Relevance; Relevanz; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Studienanfänger; Unterrichtserfolg; Hochschullehre; Australien
Abstract	Integrated curriculum encourages diverse cohorts of students to engage in relevant and meaningful activities that can be connected to their interests both in and beyond the classroom. This research investigated whether contextualising the content and learning activities to specific cohorts, while retaining the same assessments and learning outcomes, would be effective in increasing student engagement and overall grades. The findings indicated that when content was contextualised engagement and performance significantly improved. This finding holds true for both face to face delivery and remote delivery, indicating that the contextualisation of content has greater impact on student outcomes than mode of delivery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01