The Student Voice in Designing a Jewish Studies High School Curriculum: A Case Study

Autor/in	Kohn, Eli
Titel	The Student Voice in Designing a Jewish Studies High School Curriculum: A Case Study
Quelle	In: Journal of Curriculum and Teaching, 6 (2017) 2, S.18-29 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Foreign Countries; Jews; Day Schools; Curriculum Design; High Schools; Religion Studies; Case Studies; High School Students; Participative Decision Making; Student Needs; Models; Student Participation; Australia + Suchen Sie Ihr Suchwort? Ausland; Jew; Jude; Jüdin; Juden; Day school; Halbtagsschule; Lehrplangestaltung; High school; Oberschule; Religionswissenschaft; Case study; Fallstudie; Case Study; High schools; Student; Students; Schüler; Schülerin; Studentin; Analogiemodell; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Australien
Abstract	In January 2012, a team of curriculum specialists based at Bar Ilan University in Israel were approached by a Jewish day school in Australia to design a new Jewish Studies curriculum for its school. The mandate was to design a curriculum model from first-steps that would form the basis for the new curriculum. This article demonstrates how combining elements of Fullan's ideas about school partnerships with Schwab's "commonplaces" concepts can best meet the needs of the school's specific population and ethos. The role of student voice is shown to be critical in curriculum deliberations and decision making. Assumptions made by teachers about what students would want to learn proved, in a number of instances, inaccurate. Our research seems to indicate that the student "commonplace" voice within the design of a new curriculum should be given more consideration in the curriculum design process. While the research was conducted in a particular school context, the principles learned, specifically re: the place of student-voice, can be applied to school contexts internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01