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Meeting the Challenges of Curriculum and Instruction in School Settings in the United States.pdf
The United States is one of many countries currently undergoing significant changes in educational institutions, particularly in K-12 settings. Most pronounced among these is the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher educators. These challenges and the obstacles they create must be examined and specific recommendations must be developed for teachers, teacher educators, and policymakers to assist in meeting each challenge. Among these recommendations, research shows that: 1) schools must change the structures, culture, and programs of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education institutions must focus their work to help the federal government, state leaders, and school districts decide upon the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more resources from a variety of sources must be invested in technology-use training so teachers can better prepare students to use technology, especially in the context of new assessments, 4) educators should define and advance an agenda that prepares youth for global citizenship, and 5) the core values of educators must include respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity for all students.
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The Nebraska Educator, Volume 3: 2016 (complete issue)
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There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our third year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous two volumes of our journal have been downloaded more than 7,000 times by readers all across the globe. The Nebraska Educator has four main goals with its published research: (1) to familiarize students with the publication process, (2) to faciliate dialogue between emerging scholars, educators, and the larger community, (3) to promote collegiality and interdisciplinary awareness, and (4) to establish a mechanism for networking and collaboration. This publication would not have been possible without the guidance and assistance from faculty, staff, and graduate students across the College of Education and Human Sciences. We are also grateful for the work of Paul Royster at Love Library, who assisted us with the final formatting and online publication of our journal. In addition, we would like to thank the Department of Teaching, Learning, and Teacher Education's Graduate Student Assocation, whose financial contributions helped to launch our journal. The Nebraska Educator is an open-access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance at all levels of education. We seek original research that covers topics which include by are not limited to: (a) curriculum, teaching, and professional development; (b) education policy, practice, and analysis; (c) literacy, language, and culture; (d) school, society, and reform; and (e) teaching and learning with technologies.
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The field of curriculum by inveterate, unexamined, and mistaken reliance on theory has led to incoherence of curriculum and failure and discontinuity in actual schooling because theoretical constructions are ill-fitted and inappropriate to problems of actual teaching and learning. There are three major incompetencies of theory: failure of scope, the vice of abstraction, and radical plurality. A renascence of the field of curriculum will occur only if curriculum energies are diverted from theoretic pursuits to three other modes of operation: the practical, the quasi-practical, and the eclectic. The practical mode differs from the theoretic in many aspects: Its end or outcome is a decision, a selection and guide to possible action. Its subject matter is always something taken as concrete and particular and treated as indefinitely susceptible to circumstance and highly liable to unexpected change. Its problems arise from states of affairs in relation to ourselves. Its method, "deliberation," is not linear but complex, fluid, transactional aimed at identification of the desirable and at either attainment of the desired or alteration of desires. The quasi-practical is an extension of the practical methods and purposes to subject matters of increasing internal variety. The eclectic recognizes the usefulness of theory to curriculum decision, takes account of certain weaknesses of theory as ground for decision, and provides some degree of repair of these weaknesses. (JS)
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School Community Journal publishes a mix of: (1) research (original, review, and interpretation), (2) essay and discussion, (3) reports from the field, including descriptions of programs, and (4) book reviews. The journal seeks manuscripts from scholars, administrators, teachers, school board members, parents, and others interested in the school as a community. Editorial Policy and Procedure School Community Journal is committed to scholarly inquiry, discussion, and reportage of topics related to the community of the school. Manuscripts are considered in the four categories listed above. Note: The journal generally follows the format of the APA Publication Manual, 6 th Edition; we prefer direct links whenever possible to online sources in the reference list. Please make sure electronic links cited are accurate and active. Use italics rather than underlining. Do not use tabs to format paragraphs or tables; please use the Insert Table function for tables and the First Line Indent function for paragraphs. Color for tables or figures is acceptable.
Meeting the Challenges of Curriculum and Instruction in School Settings in the United States
The United States is one of many countries currently undergoing significant changes in educational institutions, particularly in K-12 settings. Most pronounced among these is the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher educators. These challenges and the obstacles they create must be examined and specific recommendations must be developed for teachers, teacher educators, and policy-makers to assist in meeting each challenge. Among these recommendations, research shows that: 1) schools must change the structures, culture, and programs of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education institutions must focus their work to help the federal government, state leaders, and school districts decide upon the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more resources from a variety of sources must be invested in technology-use training so teachers can better prepare students to use technology, especially in the context of new assessments, 4) educators should define and advance an agenda that prepares youth for global citizenship, and 5) the core values of educators must include respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity for all students.
In the nineteenth century, Herbert Spencer famously posed the question underlying all curricula: what knowledge is of most worth? Conflicting answers to that question have generated political controversy throughout the history of the American schooland especially in the 1990s-primarily because of a philosophical conflict between what have become known as traditionalist and progressive camps. This essay sketches the evolution of that conflict from the 1990s to the current day and evaluates its impact on the content and breadth (time spent on subjects) of the school curriculum. Although the most heated curriculum wars quieted down by the mid-2000s, two forces loom on the horizon that may reignite them: new technologies and the Common Core State Standards. Indeed, skirmishes over the Common Core have already taken place. I conclude by discussing specific areas in which future research can make meaningful contributions.