Literaturnachweis - Detailanzeige
Autor/in | Teo, Tang Wee |
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Titel | Building Potemkin Schools: Science Curriculum Reform in a STEM School |
Quelle | In: Journal of Curriculum Studies, 44 (2012) 5, S.659-678 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
DOI | 10.1080/00220272.2012.689356 |
Schlagwörter | Curriculum Development; Educational Change; Science Instruction; Science Curriculum; STEM Education; Change Strategies; Science Course Improvement Projects; Educational Innovation; Active Learning; Inquiry; Case Studies; Semi Structured Interviews; Program Descriptions; High Schools; Educational Strategies; Educational Practices Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Lösungsstrategie; Instructional innovation; Bildungsinnovation; Aktives Lernen; Case study; Fallstudie; Case Study; High school; Oberschule; Lehrstrategie; Bildungspraxis |
Abstract | "Potemkin schools" is used as the phrase to capture what a US science, technology, engineering, and mathematics (STEM) public speciality high school becomes as a result of its institutional branding. By way of an examination of the efforts of one teacher drawn into school branding through his "inquiry-based reform" of an Advanced Chemistry course, this paper illuminates the tensions between the rhetorical intentions to engage in curriculum innovation and the reality of constraints and conflicting goals. The teacher, unable to resolve the tensions, was pushed into formalizing and routinizing his ideas into a reform project without understanding what was behind the rhetoric of the school's self-image statements. The need to find and develop a "language" to talk and think about "inquiry-based" reform and its processes in meaningful terms and not in slogans is discussed. The irrationality and complexity of the reform which emerged from the findings contrast with the rationality of building Potemkin villages, hence illuminating the complexity in curriculum reform in STEM schools. (Contains 9 notes and 1 table.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |