A Systematic Review of Concepts in Understanding Null Curriculum

Autor/in	Cahapay, Michael B.
Titel	A Systematic Review of Concepts in Understanding Null Curriculum
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 3, S.1987-1999 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Curriculum; Fundamental Concepts; Curriculum Research + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Grundlagenplan; Konzept; Curriculum; Research; Curriculumreform; Forschung
Abstract	Amidst the effort to extend its knowledge base, however, there is still a difficulty in understanding the null curriculum. Thus, the general purpose of this paper is to synthesize the concepts in understanding the null curriculum. Following the research method of the systematic review, relevant materials were searched, gathered, and analyzed. Based on the results, it can be concluded that the null curriculum takes multiple dimensions, occurs at hierarchical levels, and can be identified using different frames of reference. When placed in a broader analytical perspective, the overlaps in the intellectual processes dimension, the inconsistencies of the implemented and experiential levels, and the unknown scope of universal curriculum draw challenges in fully understanding the null curriculum. It is recommended that the ground where the concepts intersect should be consistently used, the boundaries of the null curriculum as regards the different levels should be established, and the scope of the universal curriculum as a frame of reference should be explored in research. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01