Abstract
Adapting to curriculum change necessitates the evaluation of teaching and learning pedagogies. A new curriculum invites reflection on how knowledge is constructed and operationalised to extend higher order thinking in adolescent learners. This paper reviews contemporary empirical and theoretical literature identifying productive pedagogical practices associated with critical reading competencies in order to design and implement a curriculum intervention in a senior secondary Literature course.
| Original language | English |
|---|---|
| Pages (from-to) | 155-174 |
| Number of pages | 20 |
| Journal | English in Education |
| Volume | 46 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 1 2012 |
Keywords
- Adolescence
- Cognition
- Curriculum
- Knowledge and critical literacy
- Pedagogy
ASJC Scopus subject areas
- Language and Linguistics
- Education
- Linguistics and Language
- Literature and Literary Theory
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Tuchaai, T., O'Neill, M., & Sharplin, E. (2012). Adapting to curriculum change: A theoretical framework informing the design and implementation of a curriculum intervention. English in Education, 46(2), 155-174. https://doi.org/10.1111/j.1754-8845.2012.01124.x